appendicesrepository.uki.ac.id/2063/8/lampiran.pdf · 2020. 8. 13. · 64 rencana pelaksanaan...

60

APPENDICES

61

Groups Statistic Std. Error

Pre-Test

Control Mean 73.0909 1.51530

95%

Confidence

Interval for

Mean

Lower

Bound

70.0043

Upper

Bound

76.1775

5% Trimmed Mean 72.9444

Median 73.0000

Variance 75.773

Std. Deviation 8.70475

Minimum 60.00

Maximum 90.00

Range 30.00

Interquartile Range 15.00

Skewness .052 .409

Kurtosis -.955 .798

Experimental Mean 74.2353 1.19719

95%

Confidence

Interval for

Mean

Lower

Bound

71.7996

Upper

Bound

76.6710


Median 73.0000

Variance 48.731


Minimum 60.00

Maximum 87.00

Range 27.00


Skewness -.309 .403

Kurtosis -.493 .788

Appendix 1 The Descriptive Analysis of Participants’ Initial Competence in Reading

Comprehension

62

Tests Statistic Std. Error

Control

Pre-Test Mean 73.0909 1.51530

95%

Confidence

Interval for

Mean

Lower

Bound

70.0043

Upper

Bound

76.1775


Median 73.0000

Variance 75.773


Minimum 60.00

Maximum 90.00

Range 30.00


Skewness .052 .409

Kurtosis -.955 .798

Post-Test Mean 76.4848 1.21162

95%

Confidence

Interval for

Mean

Lower

Bound

74.0169

Upper

Bound

78.9528


Median 77.0000

Variance 48.445


Minimum 63.00

Maximum 90.00

Range 27.00


Skewness -.138 .409

Kurtosis -.525 .798

Appendix 2 The Descriptive Analysis of the Participants’ Achievement in Reading

Comprehension of Control Group

63

Tests Statistic Std. Error

Experimental

Pre-Test Mean 74.2353 1.19719

95%

Confidence

Interval for

Mean

Lower

Bound

71.7996

Upper

Bound

76.6710


Median 73.0000

Variance 48.731


Minimum 60.00

Maximum 87.00

Range 27.00


Skewness -.309 .403

Kurtosis -.493 .788

Post-Test Mean 80.7647 1.14855

95%

Confidence

Interval for

Mean

Lower

Bound

78.4280

Upper

Bound

83.1015


Median 80.0000

Variance 44.852


Minimum 70.00

Maximum 93.00

Range 23.00


Skewness -.030 .403

Kurtosis -.810 .788

Appendix 3 The Descriptive Analysis of the Participants’ Achievement in Reading

Comprehension of Experimental Group

64

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Nama Satuan Pendidikan : SMA Negeri 55 Jakarta

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : XI IIS B/2

Materi Pokok : Factual Report

Alokasi Waktu : 2 x 45 menit

A. Kompetensi Inti

1. Menghayati dan mengamalkan ajaran agama yang dianutnya

2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggung jawab, peduli (gotong

royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan

sikap sebagai bagian dari solusi atas berbagai pemasalahan dalam berinteraksi secara

efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai

cerminan bangsa dalam pergaulan dunia

3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural

berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni budaya, dan

humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait

penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang

kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah

4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan

pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu

menggunakan metoda sesuai kaidah keilmuan

B. Kompetensi Dasar

1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar

komunikasi internasional yang diwujudkan dalam semangat belajar

2.3. Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam

melaksanakan komunikasi fungsional

3.9. Menganalisis struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial teks

ilmiah faktual (factual report) dengan menyatakan dan menanyakan tentang teks ilmiah

faktual tentang orang, binatang, benda, gejala dan peristiwa alam dan sosial, sederhana,

sesuai dengan konteks pembelajaran di pelajaran lain di Kelas XI

4.13. Menangkap makna dalam teks ilmiah faktual (factual report), lisan dan tulis, sederhana

tentang orang, binatang, benda, gejala dan peristiwa alam dan sosial, terkait dengan mata

pelajaran lain di Kelas XI

Appendix 4 Lesson Plan (1st Meeting) for Control Group

65

C. Indikator

1. Mengidentifikasi fungsi teks Factual Report

2. Mengidentifikasi struktur teks Factual Report

3. Mengidentifikasi unsur-unsur kebahasaan teks Factual Report

4. Menjawab pertanyaan-pertanyaan mengenai isi teks Factual Report dengan tepat

D. Tujuan Pembelajaran

1. Siswa dapat mengidentifikasi fungsi teks Factual Report.

2. Siswa dapat mengidentifikasi struktur teks Factual Report.

3. Siswa dapat mengidentifikasi unsur-unsur kebahasaan teks Factual Report.

4. Siswa dapat menjawab pertanyaan-pertanyaan mengenai isi teks Factual Report dengan

tepat.

E. Materi Pembelajaran

Teks ilmiah faktual (factual report) lisan dan tulis sederhana tentang benda, binatang dan

gejala/peristiwa alam

Fungsi sosial

(1) Mengamati alam

(2) Menulis paparan ilmiah mengenai benda, binatang dan gejala/peristiwa alam

Struktur text

(1) Klasifikasi umum tentang binatang/benda yang ditulis, e.g.

Slow loris is a mammal. It is found in … It is a nocturnal animal. It is very small

with …

(2) Penggambaran mengenai bagian, sifat dan tingkah lakunya

Unsur kebahasaan

(1) Simple present

(2) Kata kerja yang menggambarkan binatang, benda, gejala alam

(3) Kata sifat

(4) Berbagai kata benda terkait dengan benda, binatang, gejala alam yang diamati

(5) Ejaan, tanda baca, dan tulis tangan dan cetak yang jelas dan rapi

(6) Rujukan kata

F. Metode Pembelajaran

Menyimak, studi pustaka, role play, penguasaan individu, SCL (Student-Centered Learning)

G. Media, Alat, dan Sumber

1. CD/ Audio/ VCD

2. Koran/ majalah berbahasa Inggris

3. Sumber dari internet:

- www.dailyenglish.com

66

- http://americanenglish.state.gov/files/ae/resource_files

- http://learnenglish.britishcouncil.org/en/

H. Langkah-langkah Kegiatan Pembelajaran

a. Kegiatan Pendahuluan (10 menit)

- Guru memberi salam kepada siswa.

- Guru mengecek kehadiran siswa.

- Guru mengajukan pertanyaan-pertanyaan yang mengaitkan pengetahuan siswa

sebelumnya dengan materi yang akan dipelajari

- Guru memperkenalkan materi yang akan diajarkan melalui ilustrasi dan memberi

pertanyaan untuk mengajak siswa berpikir tentang apa yang akan dipelajari.

b. Kegiatan inti (70 menit)

1. Mengamati :

- Siswa menyimak berbagai contoh bacaan ilmiah pendek yang disediakan.

- Siswa mengamati fungsi sosial, struktur dan unsur kebahasaan teks ilmiah faktual.

- Siswa berlatih menentukan gagasan utama, dan informasi rinci dan informasi tertentu.

2. Mempertanyakan :

- Dengan arahan dan bimbingan dari guru, siswa terpancing untuk mempertanyakan

tujuan, struktur, dan unsur kebahasaan yang digunakan dalam paparan tersebut.

- Siswa mempertanyakan cara menemukan gagasan pokok, informasi rinci dari teks

factual report.

3. Mengeksplorasi :

- Siswa membaca teks ilmiah faktual dengan membandingkan berbagai teks report dengan

memperhatikan tujuan, struktur, dan unsur kebahasaan yang benar dan sesuai dengan

konteks.

4. Mengasosiasi :

- Dalam kerja individu terbimbing siswa menganalisis struktur dan unsur bahasa yang

ada dalam beberapa teks report.

- Siswa mengelompokkan struktur, fungsi sosial dan unsur kebahasaan teks berdasarkan

penggunaannya.

5. Mengomunikasikan :

- Siswa menyalin teks report yang didapatkannya tentang benda, binatang dan gejala alam

atau peristiwa lain yang terkait dengan mata pelajaran lain dan membacakannya di kelas.

- Siswa menyampaikan laporan berupa catatan (note taking) dari hasil membaca beberapa

teks ilmiah faktual.

- Membuat learning journal dalam pembelajaran ini.

- Pada saat yang sama, antar siswa melakukan penilaian sejawat, tentang teks report yang

dihasilkan.

67

c. Kegiatan Penutup (10 menit)

- Guru memberi panduan dan meminta siswa untuk menyimpulkan hasil pembelajaran.

- Guru meminta siswa menyampaikan pendapat atau perasaan atas pembelajaran yang

dilakukan.

- Guru menginformasikan rencana kegiatan pembelajaran untuk pertemuan berikutnya

dan memberikan penugasan terstruktur untuk pertemuan berikutnya.

- Guru mengakhiri pertemuan di kelas.

I. Penilaian hasil pembelajaran

1. Kompetensi sikap

a. Jenis/Teknik Penilaian : Observasi

b. Bentuk Instrumen : Lembar Observasi

c. Observasi :

Lembar Pengamatan Sikap Peserta Didik

No.

Indikator Sikap

Nama Peserta Didik

Ber

tan

ggu

ng

jaw

ab

Ped

uli

Ker

jasa

ma

Per

caya d

iri

San

tun

1. AA

2. AVZ

3. ANFS

4. ATN

5. AELP

6. BPYA

7. BDFD

8. DL

9. DCR

10. DWE

11. ENP

12. FSS

13. FABE

68

14. FN

15. GAS

16. IA

17. IW

18. JF

19. KAT

20. KDA

21. KPN

22. MNG

23. MR

24. MIM

25. MAN

26. MFA

27. RMA

28. RPS

29. RW

30. RIS

31. SAA

32. SKF

33. SHR

34. TFPM

Skala pedoman penskoran :

5: Amat Baik

4: Baik

3: Cukup

2: Kurang

1: Sangat kurang

2. Kompetensi Pengetahuan :

a. Teknik Penilaian : Tes tertulis/lisan/demonstrasi

b. Bentuk Instrumen : Uraian Non-Objektif dan Uraian Objektif

69

c. Kisi-kisi :

1. Membuat kalimat pernyataan dan pertanyaan mengenai Factual Report

2. Melaksakan Kegiatan Saintifik (5M)

Aspek

Kegiatan

SIKAP/

PERILA-

KU

PENGETAHUAN KETRAMPILAN

MENGAMATI Jujur

Disiplin

Tanggung-

jawab

Fungsi sosial,

ungkapan, dan

unsur kebahasaan

dari Factual Report

Menemukan informasi dengan

memberikan persepsi, seperti;

a. What information do you get?

b. What is the text talking about?

c. What is the function of the

text?

d. What is the text organization of

the text?

MENANYA Peduli

Tanggung-

jawab

Fungsi sosial,

ungkapan, dan

unsur kebahasaan

dari Factual Report

Keterampilan bertanya berbagai

informasi mengenai penggunaan

Factual Report

MENGEKS-

PLORASI

Tanggung-

jawab

Peduli

Kerjasama

Fungsi sosial,

ungkapan, dan

unsur kebahasaan

dari Factual Report

Membuat kalimat pernyataan dan

pertanyaan mengenai Factual

Report

MENGASOSI-

ASI

Tanggung-

jawab

Peduli

Kerjasama

Fungsi sosial,

ungkapan, dan

unsur kebahasaan

dari Factual Report

Menalar dan membandingkan

Factual Report

MENGOMUNI-

KASIKAN

Peduli

Tanggung-

jawab

Kerjasama

Fungsi sosial,

ungkapan, dan

unsur kebahasaan

dari Factual Report

Menyampaikan laporan berupa

catatan dari hasil membaca

Factual Report

70

d. Soal Penugasan:

Read the texts carefully and answer the following questions.

Text 1

The Electric Torch or Flash Light

A flash light or an electric torch is a hand-held portable electrically-

powered light source. It is commonly used for finding keyholes, supplementing to

dark-adapted vision, or helping you find your way when walking in the dark. The

electric torch was invented in 1902 by Conrad Hubert, who was also known as

Akiba Horowitz.

A typical flashlight consists of a light bulb mounted in a reflector, a

transparent cover to protect the light source and reflector, a battery, and a switch.

These are supported and protected by a plastic case.

The central part of a torch is the battery. The bottom of the bulb rests on

the positive terminal of the battery. The zinc case of the battery forms the negative

terminal. The negative terminal of the battery is connected to the switch by a brass

strip. Another brass strip runs from the switch to the metal case of the bulb.

The bulb contains a very thin wire called a filament. The filament, is made

of a tungsten alloy, is enclosed in a vacuum. The filament rests on two glass

columns. Two wires pass through the columns and the whole assembly is enclosed

in a thin glass envelope. Sumber: Pathway to English Program Peminatan Grade XI, Penerbit Erlangga

a. What is an electric torch for?

b. Who invented the first electric torch?

c. When was the electric torch invented?

d. What does an electric torch consist of?

e. How does an electric torch work?

f. What is filament made of?

g. What is the text organization of factual report text?

h. What tense is mostly used in the text?

i. What is the purpose of the factual report text?

j. What is the general classification telling you about?

k. What is the description telling you about?

l. Use the diagram based on the text to explain the parts of a flash light.

71

Text 2

Jackfruit

The Jackfruit is well-known as an Asian tropical fruit. It belongs to the

family of Moraceae. Scientists say that the fruit is native to the Southwestern rain

forests of India. It easily grows in tropical humid and rainy climates. It does not

survive in cold and frosty conditions. That’s why it is largely cultivated only in

tropical countries, such as Indonesia, Malaysia, Thailand, Brazil, and the Indian

Subcontinent.

The jackfruit is categorized as a big tree, with hard trunk. It may grow as

high as 30 meters. During the season, the tree can bear 250 large fruits. That is the

reason why the tree is listed as the largest tree that bears fruit. The size and shape

of the fruits borne in a single jackfruit tree may vary. They might be oval or round,

10 to 60 cm in length. They can weigh from 3 to 30 kg. They are green when they

are still unripe, but they turn light brown when they ripen.

Jackfruit is known for its strong fruity flavor that can be smelt from a

distance. Inside the fruit, there are many edible bulbs with a delicious sweet taste.

The flesh is rich in energy, dietary fiber, minerals, vitamins, and is free from

saturated fats or cholesterol. It is one of the healthiest summer season fruits.

Jackfruit is quite similar to durian fruits. Its outer surface is covered with blunt

thorns. The thorns will become soft when it ripens. Sumber: http://www.nutrition-and-you.com/jackfruit.html

a. Why can we find jackfruits in Indonesia, Malaysia, Thailand, Brazil, and the

Indian Subcontinent?

b. What is the text about?

c. What does a jackfruit look like when it ripens?

d. What will happen if a jackfruit grows in cold and frosty conditions?

e. Which one is NOT the richness of jackfruit flesh?

A. Energy

B. Fat

C. Vitamins

f. What makes jackfruit look similar to durian fruit?

g. Why is jackfruit listed as the largest tree that bears fruit?

72

Jakarta, 24 Maret 2015

Guru Bahasa Inggris, Peneliti,

Dra. Sumaydia, M.Hum. Annery Fienta

Mengetahui,

Dosen Pembimbing I,

Drs. H. Anggiat M. Hutabarat, M.Hum.

73


(RPP)




Materi Pokok : Analytical Exposition


A. Kompetensi Inti















B. Kompetensi Dasar





3.10. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks eksposisi analitis

tentang topik yang hangat dibicarakan umum, sesuai dengan konteks penggunaannya

4.14. Menangkap makna dalam teks eksposisi analitis tentang topik yang hangat dibicarakan

umum

C. Indikator

1. Mengidentifikasi fungsi teks Analytical Exposition

2. Mengidentifikasi struktur teks Analytical Exposition

Appendix 5 Lesson Plan (2nd Meeting) for Control Group

74

1. Mengidentifikasi unsur-unsur kebahasaan teks Analytical Exposition

2. Menjawab pertanyaan-pertanyaan mengenai isi teks Analytical Exposition dengan tepat


1. Siswa dapat mengidentifikasi fungsi teks Analytical Exposition.

2. Siswa dapat mengidentifikasi struktur teks Analytical Exposition.

3. Siswa dapat mengidentifikasi unsur-unsur kebahasaan teks Analytical Exposition.

4. Siswa dapat menjawab pertanyaan-pertanyaan mengenai isi teks Analytical Exposition

dengan tepat.


Teks eksposisi analitis

Fungsi sosial

Menyatakan pendapat tentang topik yang hangat dibicarakan secara tanggung jawab

Struktur text

(1) Menyebutkan pokok permasalahan terhadap sesuatu yang hangat dibicarakan

(2) Menyebutkan pandangan/pendapat mengenai hal tersebut beserta ilustrasi sebagai

pendukung

(3) Diakhiri dengan kesimpulan yang menyatakan kembali pendapat terhadap hal tersebut

Unsur kebahasaan

(1) Kalimat Simple Present

(2) Conditional Clauses

(3) Modals




1. CD/ Audio/ VCD











75

sebelumnya dengan materi yang akan dipelajari.




1. Mengamati :

- Siswa menyimak berbagai contoh teks eksposisi analitis yang diberikan/diperdengarkan

guru.

- Siswa mengamati fungsi sosial, struktur dan unsur kebahasaannya.

- Siswa belajar menemukan gagasan utama, informasi rinci dan informasi tertentu dari

teks eksposisi analitis.

2. Mempertanyakan :

- Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antar

berbagai teks eksposisi yang ada dalam bahasa Inggris.

- Siswa mempertanyakan gagasan utama, informasi rinci dan informasi tertentu.

3. Mengeksplorasi :

- Siswa mencari beberapa teks eksposisi analitis dari berbagai sumber.

- Siswa berlatih menemukan gagasan utama, informasi rinci dan informasi tertentu.

4. Mengasosiasi :

- Siswa secara individu menganalisis beberapa teks eksposisi dengan fokus pada fungsi

sosial, struktur, dan unsur kebahasaan.

- Siswa memperoleh balikan (feedback) dari guru dan teman tentang hasil analitis yang

disampaikan.


- Sisa membuat laporan berupa catatan hasil membaca.

- Siswa bertukar cerita tentang teks eksposisi dengan memperhatikan fungsi sosial,

struktur dan unsur kebahasaannya.

- Siswa membuat ‘learning journal’.




dilakukan.




76


1. Kompetensi sikap



c. Observasi :


No.

Indikator Sikap

Nama Peserta Didik

Ber

tan

ggu

ng

jaw

ab

Ped

uli

Ker

jasa

ma

Per

caya d

iri

San

tun

1. AA

2. AVZ

3. ANFS

4. ATN

5. AELP

6. BPYA

7. BDFD

8. DL

9. DCR

10. DWE

11. ENP

12. FSS

13. FABE

14. FN

15. GAS

16. IA

17. IW

18. JF

77

19. KAT

20. KDA

21. KPN

22. MNG

23. MR

24. MIM

25. MAN

26. MFA

27. RMA

28. RPS

29. RW

30. RIS

31. SAA

32. SKF

33. SHR

34. TFPM


5: Amat Baik

4: Baik

3: Cukup

2: Kurang

1: Sangat kurang




c. Kisi-kisi :

1. Membuat kalimat pernyataan dan pertanyaan mengenai Analytical Exposition


78

Aspek

Kegiatan

SIKAP/

PERILA-

KU


MENGAMATI Jujur

Disiplin

Tanggung-

jawab

Fungsi sosial,

ungkapan, dan

unsur kebahasaan

dari Analytical

Exposition






text?


the text?

MENANYA Peduli

Tanggung-

jawab

Fungsi sosial,

ungkapan, dan

unsur kebahasaan

dari Analytical

Exposition



Analytical Exposition

MENGEKS-

PLORASI

Tanggung-

jawab

Peduli

Kerjasama

Fungsi sosial,

ungkapan, dan

unsur kebahasaan

dari Analytical

Exposition


pertanyaan mengenai Analytical

Exposition

MENGASOSI-

ASI

Tanggung-

jawab

Peduli

Kerjasama

Fungsi sosial,

ungkapan, dan

unsur kebahasaan

dari Analytical

Exposition



MENGOMUNI-

KASIKAN

Peduli

Tanggung-

jawab

Kerjasama

Fungsi sosial,

ungkapan, dan

unsur kebahasaan

dari Analytical

Exposition




79

d. Soal Penugasan:


Text 1

Why You Should Eat a Healthy Breakfast

Breakfast is the most important meal of the day. Breakfast provides you

with the energy and nutrients that lead to increase concentration in the classroom.

Studies show that breakfast can be important in maintaining a healthy body

weight. Many people who skip breakfast will feel hungry quickly and then they eat

snacks that contain high fat and sugar. This makes them gain weight quickly.

People who skip breakfast are unlikely to make up their daily requirement

for some vitamins and minerals that a simple breakfast would have provided.

Breakfast provides energy for the activities during the morning and helps

to prevent that mid-morning slump. Sumber: Pathway to English General Programme Grade XI, Penerbit Erlangga

a. Why do people who skip breakfast gain weight quickly?

b. What is the role of energy and nutrients of breakfast for you as a student?

c. Decide whether these statements are True (T) or False (F).

1. The text encourages people not to have breakfast in the morning. ___

2. If you don’t have your breakfast in the morning, you don’t get

supply of energy and nutrients. ___

3. People who go to work without breakfast will gain weight easily. ___

4. If you don’t take your breakfast in the morning, you still look

fresh until midday. ___

d. What is the text organization of analytical exposition text?

e. What tense is mostly used in the text?

f. What is the purpose of the analytical exposition text?

g. What is the thesis telling you about?

h. What are the arguments telling you about?

i. What is the reiteration telling you about?

Text 2

Five Drinks to Help You Lose Weight

There are many ways to lose weight. You can do sports regularly and eat

some nutritious food and drinks. In this case, you have to watch every drink that

you want to consume because soft drinks, fruit juices and energy drinks can be

loaded with added sugars and carbohydrates that can sabotage your weight-loss

strategy. Here are five tasty ways to drink up without packing on the pounds.

80

The first drink is water. It is important to remember water is the best choice

for effective weight loss. If you are bored with drinking pure water, you can try

adding fresh lemon slices, lime, cucumber, and even a slice of tomato to add flavor

without adding many calories.

The second drink is vegetable juice. Whether in a can, bottled, or

homemade, vegetable juice is an excellent way to get the fiber and nutrients your

body that needs to fuel your weight loss. Vegetable juice will keep you fuller

longer. It will be better, if you can find a low-sodium variety.

The third drink is unsweetened tea, like green tea, black tea, and oolong

tea. Green tea has been proven to help boost metabolism and speed up weight loss.

Black and oolong teas are filled with antioxidants, which can help rid your body

of toxins.

The fourth is black coffee. It can help spur your weight loss by providing

a boost of caffeine that suppresses hunger when you drink it in the morning and

afternoon. It has also been shown to stimulate thermogenesis, which heats up the

body and boosts metabolism.

The last drink is skimmed milk. Milk is an excellent source of lean protein,

vitamin D, and calcium that can help build your muscles and keep your bones

strong.

From the facts above, you can maintain your weight and your health by

choosing the right drinks. Sumber: http://www.rdasia.com/5-drinks-to-help-you-lose-weight

a. According to the text, how can you do if you are bored with drinking pure

water?

b. Which of the following drinks is NOT mentioned in the text?

A. Skimmed milk.

B. Mocha chino.

C. Vegetable juice.

c. What can help spur your weight loss?

d. What can keep you fuller longer?

e. What essence in milk that can build muscles and keep bones strong?

f. What is the text about?

g. What is the function of antioxidants in black and oolong tea?

81




Mengetahui,

Dosen Pembimbing I,


82


(RPP)




Materi Pokok : Biography


A. Kompetensi Inti















B. Kompetensi Dasar





3.11. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks biografi pendek

dan sederhana tentang tokoh terkenal, sesuai dengan konteks penggunaannya

4.15. Menangkap makna teks biografi pendek dan sederhana tentang tokoh terkenal

C. Indikator

1. Mengidentifikasi fungsi teks Biography

2. Mengidentifikasi struktur teks Biography

3. Mengidentifikasi unsur-unsur kebahasaan teks Biography

Appendix 6 Lesson Plan (3rd Meeting) for Control Group

83

4. Menjawab pertanyaan-pertanyaan mengenai isi teks Biography dengan tepat


1. Siswa dapat mengidentifikasi fungsi teks Biography.

2. Siswa dapat mengidentifikasi struktur teks Biography.

3. Siswa dapat mengidentifikasi unsur-unsur kebahasaan teks Biography.

4. Siswa dapat menjawab pertanyaan-pertanyaan mengenai isi teks Biography dengan tepat.


Teks biografi pendek dan sederhana tentang tokoh terkenal

Fungsi sosial

Meneladani, membanggakan, bertindak teratur, teliti dan disiplin, melaporkan

Struktur text

(1) Menyebutkan tindakan/peristiwa/kejadian secara umum

(2) Menyebutkan urutan tindakan/kejadian/peristiwa secara kronologis, dan runtut

(3) Jika perlu, ada kesimpulan umum.

Unsur kebahasaan

(1) Kata-kata terkait dengan perjuangan hidup, profesionalisme dalam bekerja,

kejadian/peristiwa yang sedang banyak dibicarakan

(2) Simple, Continuous, Perfect tense

(3) Penyebutan kata benda

(4) Modal auxiliary verbs




1. CD/ Audio/ VCD












84




1. Mengamati :

- Siswa menyimak berbagai contoh teks biografi yang diberikan/diperdengarkan guru

secara santun dan tanggung jawab.


- Siswa mengamati keteladanan dari teks biografi yang dipelajari.


teks biografi.

2. Mempertanyakan :


berbagai teks biografi yang ada dalam bahasa Inggris, perbedaan teks dalam bahasa

Inggris dengan yang ada dalam bahasa Indonesia.


3. Mengeksplorasi :

- Siswa mencari beberapa teks biografi dari berbagai sumber.


- Siswa melengkapi rumpang dari beberapa teks biografi sederhana.

4. Mengasosiasi :

- Secara individu siswa menganalisis beberapa teks biografi dengan fokus pada fungsi

sosial, struktur, dan unsur kebahasaan.

- Siswa memperoleh balikan (feedback) dari guru dan teman tentang hasil analisis yang

disampaikan.


- Siswa menceritakan kembali teks biografi sederhana tentang keteladanan dari tokoh

terkenal dengan memperhatikan fungsi sosial, struktur dan unsur kebahasaannya.

- Siswa membuat kliping teks biografi dengan menyalin dan beberapa sumber.

- Membuat laporan evaluasi diri secara tertulis tentang pengalaman masing-masing dalam

mencari teks biografi selama proses pembelajaran di dalam dan di luar kelas, termasuk

kendala yang dialami.





dilakukan.



85



1. Kompetensi sikap



c. Observasi :


No.

Indikator Sikap

Nama Peserta Didik

Ber

tan

ggu

ng

jaw

ab

Ped

uli

Ker

jasa

ma

Per

caya d

iri

San

tun

1. AA

2. AVZ

3. ANFS

4. ATN

5. AELP

6. BPYA

7. BDFD

8. DL

9. DCR

10. DWE

11. ENP

12. FSS

13. FABE

14. FN

15. GAS

16. IA

17. IW

86

18. JF

19. KAT

20. KDA

21. KPN

22. MNG

23. MR

24. MIM

25. MAN

26. MFA

27. RMA

28. RPS

29. RW

30. RIS

31. SAA

32. SKF

33. SHR

34. TFPM


5: Amat Baik

4: Baik

3: Cukup

2: Kurang

1: Sangat kurang




c. Kisi-kisi :

1. Membuat kalimat pernyataan dan pertanyaan mengenai Biography


87

Aspek

Kegiatan

SIKAP/

PERILA-

KU


MENGAMATI Jujur

Disiplin

Tanggung-

jawab

Fungsi sosial,

ungkapan, dan

unsur kebahasaan

dari Biography






text?


the text?

MENANYA Peduli

Tanggung-

jawab

Fungsi sosial,

ungkapan, dan

unsur kebahasaan

dari Biography



Biography

MENGEKS-

PLORASI

Tanggung-

jawab

Peduli

Kerjasama

Fungsi sosial,

ungkapan, dan

unsur kebahasaan

dari Biography


pertanyaan mengenai Biography

MENGASOSI-

ASI

Tanggung-

jawab

Peduli

Kerjasama

Fungsi sosial,

ungkapan, dan

unsur kebahasaan

dari Biography


Biography

MENGOMUNI-

KASIKAN

Peduli

Tanggung-

jawab

Kerjasama

Fungsi sosial,

ungkapan, dan

unsur kebahasaan

dari Biography



Biography

88

d. Soal Penugasan:


Text 1

Taylor Swift

Taylor Alison Swift is a singer, song-writer and an actress. She was born

on December 13, 1989, in Wyomissing, Pennsylvania. Swift had already shown

her talent at singing since her childhood. Swift sang at a variety of local events,

including fairs and contests at the age of 10. When she was 12 years old, she began

writing her own songs and learning guitar.

To pursue her music career, Swift frequently went to Nashville in

Tennessee, the country music capital. She then moved to Hendersonville,

Tennessee, together with her family, in an attempt to further career. Her attempt

was a great success. Finally, she signed a contract with Scott Borchetta’s Big

Machine Records when she performed at The Bluebird Café in Nashville.

She released her first single Tim McGraw which became a Top 10 hit in

the country charts in 2006. Other successful tracks become popular too such as

Our Song, Teardrops on My Guitar, Picture to Burn and Should’ve Said No. Sumber: http://www.biography.com/people/taylor-swift-369608

a. Since when Swift had already shown her talent?

b. What did she do in 1999?

c. How old was Swift when she began writing her own songs?

d. Where did Swift and her family move to in an attempt to Swift’s career?

e. Was her attempt successful? What was the proof?

f. What did she release when she was 17 years old?

g. Mention at least 3 Swift’s tracks which become popular.

h. What is the text organization of biography text?

i. What tense is mostly used in the text?

j. What is the purpose of the biography text?

k. What is the introduction telling you about?

l. What is the body telling you about?

m. What is the conclusion telling you about?

89

Text 2

Bob Sadino

Bob Sadino is well-known for his shorts. Every time he appears in public,

he wears his shorts. People know him as a successful businessman. He was born

on March 9, 1939, to a wealthy family. He inherited all his family properties when

his parents died because all his four siblings were considered to have prosperous

lives. He spent all his money travelling around the world. For 9 years, he stayed in

The Netherlands and met his wife, Soelami Soejoed. At that time, he worked for

Djakarta Lloyd in Amsterdam and Hamburg, Germany.

He is a successful Indonesian businessman who proposes the idea of

entrepreneurship. Only a few people did business through risk and initiative in

Indonesia at that time. He and his partner started a business by selling domestic

chicken eggs door-to-door. Gradually, his domestic chicken eggs became well-

known and Sadino’s business grew significantly. Sadino then expanded his

business by selling chicken meat.

He believes that everybody can be as successful in business as him.

Accordingly, he shared his ideas and experiences in his two books. In the books,

he said that doing business is “stupid learning”. That means it’s better to start

business from our dullness than to be smart to start it. A “stupid” man will start his

business directly when the idea comes to his mind. However, an educated man will

spend time to think about any possibilities and theories before starting and

sometimes none of them becomes reality. Sumber: http://en.wikipedia.org/wiki/Bob_Sadino

a. What does “Stupid Learning” mean?

b. What is the main idea of the 2nd paragraph?

c. Why did he inherit all his family properties?

d. How many books that he wrote?

e. How did he start a business?

f. What makes Bob Sadino well-known?

g. What did he do with all his money from his parents?

90

Jakarta, 07 April 2015



Mengetahui,

Dosen Pembimbing I,


91


(RPP)



Kelas/Semester : XI IIS C/2

Materi Pokok : Factual Report


A. Kompetensi Inti















B. Kompetensi Dasar





3.9. Menganalisis struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial teks

ilmiah faktual (factual report) dengan menyatakan dan menanyakan tentang teks ilmiah

faktual tentang orang, binatang, benda, gejala dan peristiwa alam dan sosial, sederhana,

sesuai dengan konteks pembelajaran di pelajaran lain di Kelas XI

4.13. Menangkap makna dalam teks ilmiah faktual (factual report), lisan dan tulis, sederhana

tentang orang, binatang, benda, gejala dan peristiwa alam dan sosial, terkait dengan mata

pelajaran lain di Kelas XI

Appendix 7 Lesson Plan (1st Meeting) for Experimental Group

92

C. Indikator

1. Mengidentifikasi fungsi teks Factual Report

2. Mengidentifikasi dan memahami struktur teks Factual Report

3. Mengidentifikasi unsur-unsur kebahasaan teks Factual Report

4. Menjawab pertanyaan-pertanyaan mengenai isi teks Factual Report dengan tepat


1. Siswa dapat mengidentifikasi fungsi teks Factual Report.

2. Siswa dapat mengidentifikasi struktur teks Factual Report.

3. Siswa dapat mengidentifikasi unsur-unsur kebahasaan teks Factual Report.

4. Siswa dapat menjawab pertanyaan-pertanyaan mengenai isi teks Factual Report dengan

tepat.


Teks ilmiah faktual (factual report) lisan dan tulis sederhana tentang benda, binatang dan

gejala/peristiwa alam

Fungsi sosial

(1) Mengamati alam

(2) Menulis paparan ilmiah mengenai benda, binatang dan gejala/peristiwa alam

Struktur text

(1) Klasifikasi umum tentang binatang/benda yang ditulis, e.g.

Slow loris is a mammal. It is found in … It is a nocturnal animal. It is very small

with …

(2) Penggambaran mengenai bagian, sifat dan tingkah lakunya

Unsur kebahasaan

(1) Simple present

(2) Kata kerja yang menggambarkan binatang, benda, gejala alam

(3) Kata sifat

(4) Berbagai kata benda terkait dengan benda, binatang, gejala alam yang diamati

(5) Ejaan, tanda baca, dan tulis tangan dan cetak yang jelas dan rapi

(6) Rujukan kata


Menyimak, studi pustaka, role play, penguasaan individu, TGT (Teams-Games-Tournament)


1. CD/ Audio/ VCD




93












1. Mengamati :

- Siswa menyimak berbagai contoh bacaan ilmiah pendek yang disediakan.

- Siswa mengamati fungsi sosial, struktur dan unsur kebahasaan teks ilmiah faktual.

- Siswa berlatih menentukan gagasan utama, dan informasi rinci dan informasi tertentu.

2. Mempertanyakan :

- Dengan arahan dan bimbingan dari guru, siswa terpancing untuk mempertanyakan

tujuan, struktur, dan unsur kebahasaan yang digunakan dalam paparan tersebut.

- Siswa mempertanyakan cara menemukan gagasan pokok, informasi rinci dari teks

factual report.

3. Mengeksplorasi :

- Siswa membaca teks ilmiah faktual dengan membandingkan berbagai teks report dengan

memperhatikan tujuan, struktur, dan unsur kebahasaan yang benar dan sesuai dengan

konteks.

4. Mengasosiasi :

- Dalam kerja kelompok terbimbing siswa menganalisis struktur dan unsur bahasa yang

ada dalam beberapa teks report.

- Siswa mengelompokkan struktur, fungsi sosial dan unsur kebahasaan teks berdasarkan

penggunaannya.

- Siswa mengikuti permainan yang melatih pemahaman membaca teks factual report.


- Siswa menyalin teks report yang didapatkannya tentang benda, binatang dan gejala alam

atau peristiwa lain yang terkait dengan mata pelajaran lain dan membacakannya di kelas.

- Siswa menyampaikan laporan berupa catatan (note taking) dari hasil membaca beberapa

teks ilmiah faktual.

- Membuat learning journal dalam pembelajaran ini.

- Pada saat yang sama, antar siswa melakukan penilaian sejawat, tentang teks report yang

dihasilkan.

94




dilakukan.





1. Kompetensi sikap



c. Observasi :


No.

Indikator Sikap

Nama Peserta Didik

Ber

tan

ggu

ng

jaw

ab

Ped

uli

Ker

jasa

ma

Per

caya d

iri

San

tun

1. AAP

2. AFD

3. AR

4. AT

5. AMS

6. AIR

7. AEP

8. DRA

9. DFS

10. ETM

11. FRP

12. FK

13. FZ

95

14. HAn

15. HAr

16. IRA

17. IA

18. JM

19. MF

20. MS

21. MYKW

22. MBR

23. MZA

24. PKD

25. RNF

26. RD

27. RPA

28. RH

29. RS

30. RAP

31. RN

32. RA

33. SF

34. VC


5: Amat Baik

4: Baik

3: Cukup

2: Kurang

1: Sangat kurang




96

c. Kisi-kisi :

1. Membuat kalimat pernyataan dan pertanyaan mengenai Factual Report


Aspek

Kegiatan

SIKAP/

PERILA-

KU


MENGAMATI Jujur

Disiplin

Tanggung-

jawab

Fungsi sosial,

ungkapan, dan

unsur kebahasaan

dari Factual Report






text?


the text?

MENANYA Peduli

Tanggung-

jawab

Fungsi sosial,

ungkapan, dan

unsur kebahasaan

dari Factual Report



Factual Report

MENGEKS-

PLORASI

Tanggung-

jawab

Peduli

Kerjasama

Fungsi sosial,

ungkapan, dan

unsur kebahasaan

dari Factual Report


pertanyaan mengenai Factual

Report

MENGASOSI-

ASI

Tanggung-

jawab

Peduli

Kerjasama

Fungsi sosial,

ungkapan, dan

unsur kebahasaan

dari Factual Report


Factual Report

MENGOMUNI-

KASIKAN

Peduli

Tanggung-

jawab

Kerjasama

Fungsi sosial,

ungkapan, dan

unsur kebahasaan

dari Factual Report



Factual Report

97

d. Soal Penugasan:


Text 1

The Electric Torch or Flash Light

A flash light or an electric torch is a hand-held portable electrically-

powered light source. It is commonly used for finding keyholes, supplementing to

dark-adapted vision, or helping you find your way when walking in the dark. The

electric torch was invented in 1902 by Conrad Hubert, who was also known as

Akiba Horowitz.

A typical flashlight consists of a light bulb mounted in a reflector, a

transparent cover to protect the light source and reflector, a battery, and a switch.

These are supported and protected by a plastic case.

The central part of a torch is the battery. The bottom of the bulb rests on

the positive terminal of the battery. The zinc case of the battery forms the negative

terminal. The negative terminal of the battery is connected to the switch by a brass

strip. Another brass strip runs from the switch to the metal case of the bulb.

The bulb contains a very thin wire called a filament. The filament, is made

of a tungsten alloy, is enclosed in a vacuum. The filament rests on two glass

columns. Two wires pass through the columns and the whole assembly is enclosed

in a thin glass envelope. Sumber: Pathway to English Program Peminatan Grade XI, Penerbit Erlangga

a. What is an electric torch for?

b. Who invented the first electric torch?

c. When was the electric torch invented?

d. What does an electric torch consist of?

e. How does an electric torch work?

f. What is filament made of?

g. What is the text organization of factual report text?

h. What tense is mostly used in the text?

i. What is the purpose of the factual report text?

j. What is the general classification telling you about?

k. What is the description telling you about?

l. Use the diagram based on the text to explain the parts of a flash light.

98

Text 2

Jackfruit

The Jackfruit is well-known as an Asian tropical fruit. It belongs to the

family of Moraceae. Scientists say that the fruit is native to the Southwestern rain

forests of India. It easily grows in tropical humid and rainy climates. It does not

survive in cold and frosty conditions. That’s why it is largely cultivated only in

tropical countries, such as Indonesia, Malaysia, Thailand, Brazil, and the Indian

Subcontinent.

The jackfruit is categorized as a big tree, with hard trunk. It may grow as

high as 30 meters. During the season, the tree can bear 250 large fruits. That is the

reason why the tree is listed as the largest tree that bears fruit. The size and shape

of the fruits borne in a single jackfruit tree may vary. They might be oval or round,

10 to 60 cm in length. They can weigh from 3 to 30 kg. They are green when they

are still unripe, but they turn light brown when they ripen.

Jackfruit is known for its strong fruity flavor that can be smelt from a

distance. Inside the fruit, there are many edible bulbs with a delicious sweet taste.

The flesh is rich in energy, dietary fiber, minerals, vitamins, and is free from

saturated fats or cholesterol. It is one of the healthiest summer season fruits.

Jackfruit is quite similar to durian fruits. Its outer surface is covered with blunt

thorns. The thorns will become soft when it ripens. Sumber: http://www.nutrition-and-you.com/jackfruit.html

a. Why can we find jackfruits in Indonesia, Malaysia, Thailand, Brazil, and the

Indian Subcontinent?

b. What is the text about?

c. What does a jackfruit look like when it ripens?

d. What will happen if a jackfruit grows in cold and frosty conditions?

e. Which one is NOT the richness of jackfruit flesh?

A. Energy

B. Fat

C. Vitamins

f. What makes jackfruit look similar to durian fruit?

g. Why is jackfruit listed as the largest tree that bears fruit?

99




Mengetahui,

Dosen Pembimbing I,


100


(RPP)




Materi Pokok : Analytical Exposition


A. Kompetensi Inti















B. Kompetensi Dasar





3.10. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks eksposisi analitis

tentang topik yang hangat dibicarakan umum, sesuai dengan konteks penggunaannya

4.14. Menangkap makna dalam teks eksposisi analitis tentang topik yang hangat dibicarakan

umum

C. Indikator

1. Mengidentifikasi fungsi teks Analytical Exposition

2. Mengidentifikasi dan memahami struktur teks Analytical Exposition

Appendix 8 Lesson Plan (2nd Meeting) for Experimental Group

101

3. Mengidentifikasi unsur-unsur kebahasaan teks Analytical Exposition

4. Menjawab pertanyaan-pertanyaan mengenai isi teks Analytical Exposition dengan tepat


1. Siswa dapat mengidentifikasi fungsi teks Analytical Exposition.

2. Siswa dapat mengidentifikasi struktur teks Analytical Exposition.

3. Siswa dapat mengidentifikasi unsur-unsur kebahasaan teks Analytical Exposition.

4. Siswa dapat menjawab pertanyaan-pertanyaan mengenai isi teks Analytical Exposition

dengan tepat.


Teks eksposisi analitis

Fungsi sosial

Menyatakan pendapat tentang topik yang hangat dibicarakan secara tanggung jawab

Struktur text

(1) Menyebutkan pokok permasalahan terhadap sesuatu yang hangat dibicarakan

(2) Menyebutkan pandangan/pendapat mengenai hal tersebut beserta ilustrasi sebagai

pendukung

(3) Diakhiri dengan kesimpulan yang menyatakan kembali pendapat terhadap hal tersebut

Unsur kebahasaan

(1) Kalimat Simple Present

(2) Conditional Clauses

(3) Modals




1. CD/ Audio/ VCD











102





1. Mengamati :

- Siswa menyimak berbagai contoh teks eksposisi analitis yang diberikan/diperdengarkan

guru.



teks eksposisi analitis.

2. Mempertanyakan :


berbagai teks eksposisi yang ada dalam bahasa Inggris.


3. Mengeksplorasi :

- Siswa mencari beberapa teks eksposisi analitis dari berbagai sumber.


4. Mengasosiasi :

- Siswa secara berkelompok menganalisis beberapa teks eksposisi dengan fokus pada

fungsi sosial, struktur, dan unsur kebahasaan.

- Siswa memperoleh balikan (feedback) dari guru dan teman tentang hasil analitis yang

disampaikan di dalam permainan.


- Sisa membuat laporan berupa catatan hasil membaca.

- Siswa bertukar cerita tentang teks eksposisi dengan memperhatikan fungsi sosial,

struktur dan unsur kebahasaannya.





dilakukan.




103


1. Kompetensi sikap



c. Observasi :


No.

Indikator Sikap

Nama Peserta Didik

Ber

tan

ggu

ng

jaw

ab

Ped

uli

Ker

jasa

ma

Per

caya d

iri

San

tun

1. AAP

2. AFD

3. AR

4. AT

5. AMS

6. AIR

7. AEP

8. DRA

9. DFS

10. ETM

11. FRP

12. FK

13. FZ

14. HAn

15. HAr

16. IRA

17. IA

18. JM

104

19. MF

20. MS

21. MYKW

22. MBR

23. MZA

24. PKD

25. RNF

26. RD

27. RPA

28. RH

29. RS

30. RAP

31. RN

32. RA

33. SF

34. VC


5: Amat Baik

4: Baik

3: Cukup

2: Kurang

1: Sangat kurang




c. Kisi-kisi :

1. Membuat kalimat pernyataan dan pertanyaan mengenai Analytical Exposition


105

Aspek

Kegiatan

SIKAP/

PERILA-

KU


MENGAMATI Jujur

Disiplin

Tanggung-

jawab

Fungsi sosial,

ungkapan, dan

unsur kebahasaan

dari Analytical

Exposition






text?


the text?

MENANYA Peduli

Tanggung-

jawab

Fungsi sosial,

ungkapan, dan

unsur kebahasaan

dari Analytical

Exposition




MENGEKS-

PLORASI

Tanggung-

jawab

Peduli

Kerjasama

Fungsi sosial,

ungkapan, dan

unsur kebahasaan

dari Analytical

Exposition


pertanyaan mengenai Analytical

Exposition

MENGASOSI-

ASI

Tanggung-

jawab

Peduli

Kerjasama

Fungsi sosial,

ungkapan, dan

unsur kebahasaan

dari Analytical

Exposition



MENGOMUNI-

KASIKAN

Peduli

Tanggung-

jawab

Kerjasama

Fungsi sosial,

ungkapan, dan

unsur kebahasaan

dari Analytical

Exposition




106

d. Soal Penugasan:


Text 1

Why You Should Eat a Healthy Breakfast

Breakfast is the most important meal of the day. Breakfast provides you

with the energy and nutrients that lead to increase concentration in the classroom.

Studies show that breakfast can be important in maintaining a healthy body

weight. Many people who skip breakfast will feel hungry quickly and then they eat

snacks that contain high fat and sugar. This makes them gain weight quickly.

People who skip breakfast are unlikely to make up their daily requirement

for some vitamins and minerals that a simple breakfast would have provided.

Breakfast provides energy for the activities during the morning and helps

to prevent that mid-morning slump. Sumber: Pathway to English General Programme Grade XI, Penerbit Erlangga

a. Why do people who skip breakfast gain weight quickly?

b. What is the role of energy and nutrients of breakfast for you as a student?

c. Decide whether these statements are True (T) or False (F).

1. The text encourages people not to have breakfast in the morning. ___

2. If you don’t have your breakfast in the morning, you don’t get

supply of energy and nutrients. ___

3. People who go to work without breakfast will gain weight easily. ___

4. If you don’t take your breakfast in the morning, you still look

fresh until midday. ___

d. What is the text organization of analytical exposition text?

e. What tense is mostly used in the text?

f. What is the purpose of the analytical exposition text?

g. What is the thesis telling you about?

h. What are the arguments telling you about?

i. What is the reiteration telling you about?

Text 2

Five Drinks to Help You Lose Weight

There are many ways to lose weight. You can do sports regularly and eat

some nutritious food and drinks. In this case, you have to watch every drink that

you want to consume because soft drinks, fruit juices and energy drinks can be

loaded with added sugars and carbohydrates that can sabotage your weight-loss

strategy. Here are five tasty ways to drink up without packing on the pounds.

107

The first drink is water. It is important to remember water is the best choice

for effective weight loss. If you are bored with drinking pure water, you can try

adding fresh lemon slices, lime, cucumber, and even a slice of tomato to add flavor

without adding many calories.

The second drink is vegetable juice. Whether in a can, bottled, or

homemade, vegetable juice is an excellent way to get the fiber and nutrients your

body that needs to fuel your weight loss. Vegetable juice will keep you fuller

longer. It will be better, if you can find a low-sodium variety.

The third drink is unsweetened tea, like green tea, black tea, and oolong

tea. Green tea has been proven to help boost metabolism and speed up weight loss.

Black and oolong teas are filled with antioxidants, which can help rid your body

of toxins.

The fourth is black coffee. It can help spur your weight loss by providing

a boost of caffeine that suppresses hunger when you drink it in the morning and

afternoon. It has also been shown to stimulate thermogenesis, which heats up the

body and boosts metabolism.

The last drink is skimmed milk. Milk is an excellent source of lean protein,

vitamin D, and calcium that can help build your muscles and keep your bones

strong.

From the facts above, you can maintain your weight and your health by

choosing the right drinks. Sumber: http://www.rdasia.com/5-drinks-to-help-you-lose-weight

a. According to the text, how can you do if you are bored with drinking pure

water?

b. Which of the following drinks is NOT mentioned in the text?

A. Skimmed milk.

B. Mocha chino.

C. Vegetable juice.

c. What can help spur your weight loss?

d. What can keep you fuller longer?

e. What essence in milk that can build muscles and keep bones strong?

f. What is the text about?

g. What is the function of antioxidants in black and oolong tea?

108




Mengetahui,

Dosen Pembimbing I,


109


(RPP)




Materi Pokok : Biography


A. Kompetensi Inti















B. Kompetensi Dasar





3.11. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks biografi pendek

dan sederhana tentang tokoh terkenal, sesuai dengan konteks penggunaannya

4.15. Menangkap makna teks biografi pendek dan sederhana tentang tokoh terkenal

C. Indikator

1. Mengidentifikasi fungsi teks Biography

2. Mengidentifikasi dan memahami struktur teks Biography

3. Mengidentifikasi unsur-unsur kebahasaan teks Biography

Appendix 9 Lesson Plan (3rd Meeting) for Experimental Group

110

4. Menjawab pertanyaan-pertanyaan mengenai isi teks Biography dengan tepat


1. Siswa dapat mengidentifikasi fungsi teks Biography.

2. Siswa dapat mengidentifikasi struktur teks Biography.

3. Siswa dapat mengidentifikasi unsur-unsur kebahasaan teks Biography.

4. Siswa dapat menjawab pertanyaan-pertanyaan mengenai isi teks Biography dengan tepat.


Teks biografi pendek dan sederhana tentang tokoh terkenal

Fungsi sosial

Meneladani, membanggakan, bertindak teratur, teliti dan disiplin, melaporkan

Struktur text

(1) Menyebutkan tindakan/peristiwa/kejadian secara umum

(2) Menyebutkan urutan tindakan/kejadian/peristiwa secara kronologis, dan runtut

(3) Jika perlu, ada kesimpulan umum.

Unsur kebahasaan

(1) Kata-kata terkait dengan perjuangan hidup, profesionalisme dalam bekerja,

kejadian/peristiwa yang sedang banyak dibicarakan

(2) Simple Past, Continuous, Perfect tense

(3) Penyebutan kata benda

(4) Modal auxiliary verbs




1. CD/ Audio/ VCD












111




1. Mengamati :

- Siswa menyimak berbagai contoh teks biografi yang diberikan/diperdengarkan guru

secara santun dan tanggung jawab.


- Siswa mengamati keteladanan dari teks biografi yang dipelajari.


teks biografi.

2. Mempertanyakan :


berbagai teks biografi yang ada dalam bahasa Inggris, perbedaan teks dalam bahasa

Inggris dengan yang ada dalam bahasa Indonesia.


3. Mengeksplorasi :

- Siswa mencari beberapa teks biografi dari berbagai sumber.


- Siswa melengkapi rumpang dari beberapa teks biografi sederhana.

4. Mengasosiasi :

- Secara berkelompok siswa menganalisis beberapa teks biografi dengan fokus pada

fungsi sosial, struktur, dan unsur kebahasaan.

- Siswa memperoleh balikan (feedback) dari guru dan teman tentang hasil analisis yang

disampaikan di dalam permainan.


- Siswa menceritakan kembali teks biografi sederhana tentang keteladanan dari tokoh

terkenal dengan memperhatikan fungsi sosial, struktur dan unsur kebahasaannya.

- Siswa membuat kliping teks biografi dengan menyalin dan beberapa sumber.

- Membuat laporan evaluasi diri secara tertulis tentang pengalaman masing-masing dalam

mencari teks biografi selama proses pembelajaran di dalam dan di luar kelas, termasuk

kendala yang dialami.





dilakukan.



112



1. Kompetensi sikap



c. Observasi :


No.

Indikator Sikap

Nama Peserta Didik

Ber

tan

ggu

ng

jaw

ab

Ped

uli

Ker

jasa

ma

Per

caya d

iri

San

tun

1. AAP

2. AFD

3. AR

4. AT

5. AMS

6. AIR

7. AEP

8. DRA

9. DFS

10. ETM

11. FRP

12. FK

13. FZ

14. HAn

15. HAr

16. IRA

17. IA

113

18. JM

19. MF

20. MS

21. MYKW

22. MBR

23. MZA

24. PKD

25. RNF

26. RD

27. RPA

28. RH

29. RS

30. RAP

31. RN

32. RA

33. SF

34. VC


5: Amat Baik

4: Baik

3: Cukup

2: Kurang

1: Sangat kurang




c. Kisi-kisi :

1. Membuat kalimat pernyataan dan pertanyaan mengenai Biography


114

Aspek

Kegiatan

SIKAP/

PERILA-

KU


MENGAMATI Jujur

Disiplin

Tanggung-

jawab

Fungsi sosial,

ungkapan, dan

unsur kebahasaan

dari Biography






text?


the text?

MENANYA Peduli

Tanggung-

jawab

Fungsi sosial,

ungkapan, dan

unsur kebahasaan

dari Biography



Biography

MENGEKS-

PLORASI

Tanggung-

jawab

Peduli

Kerjasama

Fungsi sosial,

ungkapan, dan

unsur kebahasaan

dari Biography


pertanyaan mengenai Biography

MENGASOSI-

ASI

Tanggung-

jawab

Peduli

Kerjasama

Fungsi sosial,

ungkapan, dan

unsur kebahasaan

dari Biography


Biography

MENGOMUNI-

KASIKAN

Peduli

Tanggung-

jawab

Kerjasama

Fungsi sosial,

ungkapan, dan

unsur kebahasaan

dari Biography



Biography

115

d. Soal Penugasan:


Text 1

Taylor Swift

Taylor Alison Swift is a singer, song-writer and an actress. She was born

on December 13, 1989, in Wyomissing, Pennsylvania. Swift had already shown

her talent at singing since her childhood. Swift sang at a variety of local events,

including fairs and contests at the age of 10. When she was 12 years old, she began

writing her own songs and learning guitar.

To pursue her music career, Swift frequently went to Nashville in

Tennessee, the country music capital. She then moved to Hendersonville,

Tennessee, together with her family, in an attempt to further career. Her attempt

was a great success. Finally, she signed a contract with Scott Borchetta’s Big

Machine Records when she performed at The Bluebird Café in Nashville.

She released her first single Tim McGraw which became a Top 10 hit in

the country charts in 2006. Other successful tracks become popular too such as

Our Song, Teardrops on My Guitar, Picture to Burn and Should’ve Said No. Sumber: http://www.biography.com/people/taylor-swift-369608

a. Since when Swift had already shown her talent?

b. What did she do in 1999?

c. How old was Swift when she began writing her own songs?

d. Where did Swift and her family move to in an attempt to Swift’s career?

e. Was her attempt successful? What was the proof?

f. What did she release when she was 17 years old?

g. Mention at least 3 Swift’s tracks which become popular.

h. What is the text organization of biography text?

i. What tense is mostly used in the text?

j. What is the purpose of the biography text?

k. What is the introduction telling you about?

l. What is the body telling you about?

m. What is the conclusion telling you about?

116

Text 2

Bob Sadino

Bob Sadino is well-known for his shorts. Every time he appears in public,

he wears his shorts. People know him as a successful businessman. He was born

on March 9, 1939, to a wealthy family. He inherited all his family properties when

his parents died because all his four siblings were considered to have prosperous

lives. He spent all his money travelling around the world. For 9 years, he stayed in

The Netherlands and met his wife, Soelami Soejoed. At that time, he worked for

Djakarta Lloyd in Amsterdam and Hamburg, Germany.

He is a successful Indonesian businessman who proposes the idea of

entrepreneurship. Only a few people did business through risk and initiative in

Indonesia at that time. He and his partner started a business by selling domestic

chicken eggs door-to-door. Gradually, his domestic chicken eggs became well-

known and Sadino’s business grew significantly. Sadino then expanded his

business by selling chicken meat.

He believes that everybody can be as successful in business as him.

Accordingly, he shared his ideas and experiences in his two books. In the books,

he said that doing business is “stupid learning”. That means it’s better to start

business from our dullness than to be smart to start it. A “stupid” man will start his

business directly when the idea comes to his mind. However, an educated man will

spend time to think about any possibilities and theories before starting and

sometimes none of them becomes reality. Sumber: http://en.wikipedia.org/wiki/Bob_Sadino

a. What does “Stupid Learning” mean?

b. What is the main idea of the 2nd paragraph?

c. Why did he inherit all his family properties?

d. How many books that he wrote?

e. How did he start a business?

f. What makes Bob Sadino well-known?

g. What did he do with all his money from his parents?

117

Jakarta, 07 April 2015



Mengetahui,

Dosen Pembimbing I,


118

Read the following texts and choose the correct answer by crossing A, B, C, D, or E.

Dear friends,

I am very sure that TV can be good or bad. I think it is just a box that cannot be harmful for anyone. But, how can it be harmful? I feel it all depends on how we use it. If it is properly used, we can get some knowledge and enjoy some entertainment for fun. It is just useless blaming TV because we are the ones who control TV. If it is wrongly used and excessively watched, it is obvious that it will have a bad impact on our health and it will really waste our time. We have to realize we are the persons who operate the remote control of TV, not the TV which controls us. I reckon that it is better to stop blaming TV and identify what you really need from TV. Identification is important to decide what program you watch. I believe that our behavior is the thing that makes it good or bad not the thing itself. Regards, Luke Pardede

1. What is the text about?

A. Pardede’s suggestion to quit watching TV.

B. Pardede’s recommendation to blame TV.

C. Pardede’s explanation on how to control TV.

D. Pardede’s complaint about bad impact of television.

E. Pardede’s opinion on controlling our TV watching habits.

2. “It is just useless blaming TV because we are the ones who control TV”.

What does the underlined word mean?

A. Accuse.

B. Support.

C. Achieve.

D. Distinguish.

E. Accomplish.

3. What is TRUE according to the text?

A. TV is always harmful.

B. We have to blame TV.

C. Watching TV wastes times.

D. It is very important to identify TV channels.

E. Controlling TV watching habits is important.

Name : _____________________

Class/Number : ______________

Date : ______________________

Appendix 10 Pre-Test Sheet for Control and Experimental Groups

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Dear Hermawan,

I am really proud of you. You have pursued a dream that needed your efforts and passion. Graduation is very important in your life. It does not mean that you can enjoy the world and stop

working hard. It’s all just a short break before entering the new battlefields of life. You will face ups and downs. Don’t give up – it’s just experience.

You deserve your success. On this graduation day, you must be full of joy and happiness. I wish that you set your goals high and don’t stop until you achieve them. Wishing you find your own star. With love, Dad and Mum


A. Wishes on graduation.

B. A success remark.

C. Tips to find jobs.

D. Birthday wishes.

E. Greetings cards.

5. “You have pursued a dream …”


A. Finding out.

B. Looking for.

C. Seeing at.

D. Chasing.

E. Gazing.

6. Who will receive this message?

A. A young couple.

B. Father and mother.

C. A woman who has a new baby.

D. A person who has just graduated.

E. A person who just got a new job.

Become A Class Room Star

1. Put down your fear

Sometimes, we fear to do things, such as standing in front of the class, giving wrong answers, asking simple questions. Remember that everybody in the class is studying. It is quite normal if you make mistakes.

2. Find your star subject It is quite normal if we love some things more than other things. As students, we must also have a favorite subject. You have to make sure that, while you put more interest in a particular subject, you have to work hard in other subjects. Find your strengths and overcome your weaknesses.

3. Understand that teachers don’t judge Don't worry about asking questions about something that makes you confused. Your teachers are there to teach and help you. They’ll not laugh or judge you when you go wrong. They’ll help you.

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4. Be proactive! Be active in taking part in the learning process. Doing a simple thing in the class, like collecting all the class homework will be very beneficial. When you have a lot of responsibilities that will keep you on the list of top students.

5. Give your 100%

Manage your time for homework, football practice, piano classes and exams. Give 100% of your capacity to all your activities. Play like it’s the last time you'll ever kick a ball, concentrate on your studies as if they were the next exam. No matter what you do, just do it with your full capacity.

Source: http://cbse-sample-papers.blogspot.com/2008/12/become-class-room-star-study-tips.html

7. What is the purpose of the text?

A. To let the students know how important it is to be proactive in the class.

B. To tell students about tips to get appreciation from teachers.

C. To give information on how to get good marks in the examinations.

D. To tell the students not to worry about asking for help from teachers.

E. To tell the students how to be a star in class.

8. Why should students not be afraid of making mistakes in front of the teachers?

A. Because teachers will be glad to help the students.

B. Because teachers will appreciate the students.

C. Because teachers will likely laugh and judge the students.

D. Because teachers will give clarification about the students' mistakes.

E. Because teachers will give bad marks in the students' examination.

9. "…try to overcome your weaknesses.”


A. Bring it on.

B. Make it up.

C. Carry on.

D. Conquer.

E. Solve.

2 November 2015 Dr Ali Kurniadi Technology Department University of Yogyakarta Jln. Sam Ratulangi 38 Yogyakarta

National Conference on Communication Dear Dr. Kurniadi,

We are organizing The National Conference on Modern Communication. It is scheduled for 23 to 25 April 2015 in Cendrawasih Hotel. The conference will mainly discuss new communications systems and how they will transform society. All universities, majoring in communication technology, are invited. This conference will also be attended by Mr. Hamada from the University of Kyoto. He has designed new communications systems in Japan.

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The conference will be inaugurated by our Minister of Telecommunication and the Chief Bureau of Science And Research (LIPI) is due to deliver the closing ceremony.

We would like you to deliver your presentation on the topic. Please send us the abstract of your presentation before 20 November 2015. We believe that your contribution to this subject is very beneficial.

We look forward to receiving your confirmation. Kindly send RSVP by 15 November 2015 to the Conference Secretary, Ms. Maria Sanusi, at [email protected] Yours faithfully, Dr. Judith Fatima Conference Planning Chair Ministry of Telecommunication


A. To invite Dr. Kurniadi to deliver a presentation at the conference.

B. To organize an international conference in Cendrawasih Hotel.

C. To confirm Dr. Kurniadi’s attendance at the conference.

D. To invite Dr. Kurniadi to address the closing ceremony.

E. To arrange a meeting during the conference.

11. “The conference will be inaugurated by our Minister of Telecommunication…”


A. Welcomed.

B. Finished.

C. Opened.

D. Started.

E. Begun.

12. Who will probably attend the conference?

A. Students.

B. Japanese experts.

C. Experts in telecommunication.

D. Telecommunication entrepreneurs.

E. Officers from the Ministry of Telecommunication.

12 January 2015 Dear Sari,

I would like to thank you for helping us organize my son’s birthday party. I know it was hard work for you to do the preparation of the party. But, I understand that you enjoyed helping us because you like everyone to get together. I want to express my appreciation for everything that you did in preparation for the event.

After helping Diana in her family's get-together, I know preparing a party is not easy, even if it is a small one. I can’t imagine how much time you had spent on the planning and the arrangement. Impressively, you really did a great job. Everybody, especially my son enjoyed the party.

Finally, on behalf of my family, | would like to express our gratitude for your valuable help. The event would have been nothing without your help. With love, Widya Kusuma

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A. To ask for someone's help in the preparation of the party.

B. To say thanks for someone's help during the birthday party.

C. To thank somebody for attending the party.

D. To compliment someone on her great job.

E. To arrange a meeting with someone.

14. What can we infer from the text?

A. Sari didn’t come to the birthday party.

B. Widya, herself, prepared her son’s birthday party.

C. Widya got Sari to prepare her son’s birthday party.

D. Sari helped Diana to prepare her family gathering party.

E. Widya asked Diana to help her prepare her son’s birthday party.

15. “…, even if it is a small one.” (Paragraph 2)

What does the underlined pronoun refer to?

A. Time.

B. Help.

C. Party.

D. Family.

E. Preparation.

How to Improve Speaking English Skill 1. Practice speaking English anytime, either with native

speakers or friends. It will help you in constructing ideas in English, not in your mother tongue.

2. Apply it in your daily conversation even though it's only a simple sentence.

3. Try to use English words and phrases you know in new situations. Find a native friend to exchange feedback from her/him. A friend that you find from the social media is a good choice because you can get feedback fast and you can communicate with him/her easily.

4. If you don't remember a single word, don't translate the English words into and from your own language. Imitate what native speakers do if you forget the English words, for example: try to use um or er.

5. Speak slowly so that people understand what you mean. Use correct pronunciation. 6. Don't be shy to speak. The more words you practice, the more confident you will get.

Source: http://cbse-sample-papers.blogspot.com/2009/01/better-english-speaking-skills.html


A. Tips how to find a good English native speakers.

B. Tips how to improve your English speaking skill.

C. Tips how to use English in business conversation.

D. Tips how to speak English fluently with native speaker.

E. Tips how to increase your confidence in speaking English.

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17. “Imitate what native speakers do if you forget the English words.”


A. Copy.

B. Provide.

C. Look on.

D. Increase.

E. Focus on.

18. Why is it important to use correct pronunciation?

A. To get feedback from native speakers.

B. To avoid too much hesitation.

C. To avoid misunderstanding from people.

D. To build vocabulary and self-confidence.

E. To respond to what people say to you.

5 March 2015

Allison Key 216 Kensinton Av

Perth Dear Anne,

How is your holiday, Anne? Right now, I am enjoying a cup of hot coffee in the coziest café in Yogyakarta while writing this letter for you. You know my uncle, don't you? He always reminds me that I shouldn’t miss seeing the whole city and visiting some beautiful places too. So, we decided to walk around the city all day and we don't forget to take same pictures. We have visited Alun-alun, The Sultan’s Palace, Taman Sari and of course, Malioboro street. We didn’t go to Prambanan Temple because it was almost dark. But, we are going to go and see it tomorrow.

This city is unbelievable. The streets are always busy. Many people walk along the pedestrian streets. They look busy with their own business, it is very hot around here.

I hope you holidays too and I can't wait to give you some souvenirs that I bought for you. I miss you Anne and I will see you back in Perth on the 15th. Love, Allison Key

19. What is the letter about?

A. Relatives in Yogyakarta.

B. Allison's holiday activities.

C. The weather in Yogyakarta.

D. Tourist attractions in Yogyakarta.

E. Beautiful souvenirs from Yogyakarta.

20. “…..hot coffee in the coziest café in Yogyakarta…?”

What does the underlined phrase mean?

A. The most comfortable. D. The most attractive.

B. The most luxurious. E. The most beautiful.

C. The most affordable.

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21. Which of the following statements is TRUE according to the letter?

A. Allison wants Anne to visit her in Yogyakarta.

B. Allison and her uncle went to Yogyakarta for a holiday.

C. Allison and Anne will spend a holiday together in Perth.

D. Allison shares information about the best place to stay in Yogyakarta.

E. Allison didn’t visit Prambanan Temple because she didn’t want to visit it.

In my opinion, rich countries, such as a few

countries in Europe, should help poor countries 5t are located in Africa, Asia, and South America. Rich countries should be responsible for chiding the basic needs of poor countries, such as food and education. It is reported that famines always happen in some part of Africa. It is mostly caused by climate change and civil wars that lead to harvest failure.

It is the duty of all nation’s government to help poor countries so that the world could be a better place for all human beings. We should try to have a world where no one hears news about starving and lack of education in all countries. Clipart.com


A. Rich countries should take over the poor countries to provide their food and education.

B. Poor countries always find it difficult to get out of the poverty chain.

C. Poor countries have the right to ask for help from rich countries.

D. All countries should work hand-in-hand to help poor countries.

E. Civil wars always happen in poor countries.

23. “…It is reported that famines always happen in some part of Africa.”


A. Poor.

B. Chaos.

C. Danger.

D. Hunger.

E. Harmful.


A. The difference between rich and poor countries.

B. The main duty of governments of poor countries.

C. The main duty of governments of rich countries in Europe.

D. The duty of government in assisting their citizens’ prosperity.

E. The responsibility of rich countries for helping poorer countries.

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Dear Fatimah,

Congratulations!

I am really excited, hearing from Rino about your success in getting the first prize in the Student Badminton tournament. I understand how hard you prepared it. I am very proud of your achievement. I hope you achieve your dream to be a professional player in the future. Regards, Tania


A. To invite a friend to join the badminton tournament.

B. To tell of the winner of the badminton tournament.

C. To explain how to win a badminton tournament.

D. To congratulate someone on her achievement.

E. To invite someone to a winning party.

26. “... I hope you achieve your dream to be a professional player in the future.”


A. Accomplish.

B. Complete.

C. Manage.

D. Retain.

E. Fulfill.


A. Tania is one of the contestants.

B. Tania played badminton with Fatimah.

C. Fatimah wants to be a professional player.

D. It was a professional badminton tournament.

E. Tania watched the final game of the badminton tournament.

10 October 2015

Jeanne Queen Broadey Avenue 14

Nebraska Richard Smith Oak Street 45 Arizona Dear Mr. Smith,

We cordially invite you to a dinner party celebrating the 2nd anniversary of GO CLEAN Laundry. It will take place at the Romance Hotel on Thursday, 20th November. The dress code is formal.

The procession will start with a traditional Balinese dance at 7 p.m. while a program of events will be delivered to you upon arrival. Dinner will be served in Tiara hall at 8 p.m. where Mr. and Mrs. Ketut will welcome each of you personally.

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Please find the RSVP form and return it to the address stated above by 10th of November. We cannot accept any replies we receive after that date. On behalf of Mr. and Mrs. Ketut, we look forward to your attendance. Yours faithfully Jeanne Queen Assistant to Mr. and Mrs. Ketut

28. If Richard Smith would like to come to the party, what must he do?

A. He has to phone Mr. Ketut.

B. He has to call Jeanne Queen.

C. He has to write a letter to Mr. Ketut.

D. He has to make a reservation before 10th November.

E. He has to send the RSVP from before 10th November.

29. What is the letter about?

A. A request about the party program.

B. A confirmation about the party.

C. A reply to an invitation.

D. An invitation to a party.

E. A hotel reservation.

30. What is TRUE according to the letter?

A. Jeanne Queen is the director of GO CLEAN laundry.

B. The guests of the party should wear Balinese costume.

C. The guests should meet Jeanne Queen on 10th November.

D. Mr. and Mrs. Ketut will welcome all the guests upon arrival.

E. The guests will receive the program of the party upon their arrival.

127

Read the following texts and choose the correct answer by crossing A, B, C, D, or E.

Lombok

Lombok is one of the enchanting tourist destinations in Indonesia. It is a naturally pure island. Lombok benefits from its location near Bali, one of the most famous tourist destinations in the world. Many people going to Bali will also spend a few days in Lombok. This affects Lombok socially and economically.

To promote its tourism, Lombok is called “an unspoiled Bali”. It is believed that Lombok is culturally and naturally similar to Bali. However, its purity is still well-kept because the number of tourists going to Lombok is much less than those going to Bali. In Lombok, people can enjoy beautiful beaches, enchanting waterfalls, and the looming volcano of Mount Rinjani.

Source: http://wikitravel.org/en/Lombok

1. What is the topic of the text?

A. There are many luxurious accommodations in Lombok.

B. Lombok is a tourist destination as beautiful as Bali.

C. Lombok is known for its looming volcano.

D. Lombok is famous for its distinct fauna.

E. Lombok is more beautiful than Bali.

2. Why is Lombok called as “an unspoiled Bali”?

A. The natural and cultural purity of Lombok is still well-kept.

B. Lombok has fewer -visitors than Bali.

C. There are various local souvenirs.

D. Lombok is another paradise.

E. Lombok is close to Bali.

3. “… Lombok is much less than those going to Bali” (Paragraph 2)

What does the underlined pronoun refer to?

A. Someone.

B. Tourists.

C. Beaches.

D. Waterfalls.

E. Tourist destinations.

Name : _____________________

Class/Number : ______________

Date : ______________________

Appendix 11 Post-Test Sheet for Control and Experimental Groups

128

Post-Test | AF1112150024

Consequences of Cheating

Cheating is a bad habit that must be avoided by students. There are no benefits that students will get by cheating. It only makes them lazy.

Cheating has a few consequences in both short and long terms. In the short term, it means that the learning process, you are taking, is useless. Maybe you will feel safe because you are not caught by your teacher. Then, you will feel amazing when you get good grades without studying. But, it is not such a good method. Actually, you are wasting your time and your money trying to “learn” by cheating. If you get caught, you will be in trouble because

you can be expelled from school or the university, in addition, you will get a zero on your test and a bad reputation with the teachers and the other students. In the long term, you may graduate from school or university by cheating, but when you are asked to use your knowledge at work, you cannot solve your problems, give ideas, or behave in a meeting because you did not learn much at university.

From the consequences above, it is obvious that cheating is a bad habit that has many disadvantages for students.

Source: http://www.topics-mag.com/edition13/cheating-olga.htm


What is the purpose of the text?

A. To retell a cheating experience.

B. To persuade readers not to cheat.

C. To show the number of cheating cases.

D. To show good and bad impacts of cheating.

E. To discuss the cheating phenomenon among students.

5. What can we infer from the text?

A. Cheating can get you expelled from school.

B. You cannot go to meetings at work.

C. Cheating makes students lazy.

D. You cannot work in any company because you are a cheat.

E. Cheating is a bad habit that has short and long term consequences.

6. “It only makes them lazy.” (Paragraph 1)

What does the underlined word refer to?

A bad habit.

B. Cheating.

C. Studying.

D. Reading.

E. Student.

7. “… it is obvious that cheating is a bad habit…” (Paragraph 3)


A. Ridiculous. D. Vague.

B. Difficult. E. Clear.

C. Obscure.

129


Bruno Mars

Bruno Mars is an American singer who is very famous among teenagers around the world. He is not only a singer, but also a songwriter, record producer, voice actor, and choreographer. He was born on October 8, 1985 in Honolulu, Hawaii to a musician family. He had begun creating music from his youth. He had many musical performances in his hometown as well. After he graduated from high school, he decided to move to Los Angeles to pursue his musical career.

From 2009, people knew him as a solo artist after featuring with several singers, such as “Nothin' on You” with B.o.B. and “Billionaire” with Travie McCoy. He, then, signed a contract with Atlantic. In 2010, he released his debut album. It was listed as number three album on the Billboard 200 and it was nominated for seven Grammy Awards. The

album soon spread around the world. In 2012, he released his second album, Unorthodox Jukebox. It was a great success in the United States, UK and other international countries. The album won Best Pop Vocal Album at the Grammy Awards.

Mars is a professional singer. He is known for his stage performances and retro showmanship. He usually plays a variety of instruments such as electric guitar, piano, keyboards and drums, dances and performs a wild range of musical styles, deluding reggae, soul and funk music.

Source: http://en.wikipedia.org/wiki/Bruno_Mars

8. Which of the following statements is TRUE?

A. Doo-Wops & Hooligans’ album peaked at number two on the Billboard 200.

B. ‘Unorthodox Jukebox’ won Best Pop Vocal Album at the Grammy Awards.

C. Bruno Mars was raised by a farming family.

D. Bruno Mars cannot play guitar and piano.

E. Bruno Mars is bad at dancing.

9. What is the topic of the text?

A. The romance of Bruno Mars.

B. Bruno Mars’ performances.

C. Bruno Mars’ album.

D. Bruno Mars’ songs.

E. Bruno Mars’ career.

10. “It was a great success in the United States, UK…” (Paragraph 2)


A. Doo-Wops & Hooligans album.

B. Unorthodox Jukebox album.

C. “Billionaire” song.

D. “Treasure” song.

E. Bruno's album.

130


Basil is well-known as a seasoning leaf for various foods. Basil leaves have a strong fragrance. Because basil belongs to the same family as peppermint, basil shares the same characteristics with peppermint. Its leaf is round at the bottom and pointed at the end.

This leaf is generally used fresh in cooked recipes. It has been a prominent part of Italian cuisine and plays a major ingredient of Southeast Asian cuisines, such as Thai, Vietnamese, Cambodian, Lao and Indonesian. It is added at the last moment of the cooking process. It is believed that cooking will quickly destroy the flavor. Basil can be kept in a plastic bag for a short time in a refrigerator. If you want to keep it for a long time, blanch it quickly in boiling water and put it in the freezer. Dried basil is frequently found in Chinese soup. But, people say that it has lost most of its flavor.

Soure: http://en.wikipedia.org/wiki/Basil


A. To show the taste of basils.

B. To describe basils in general.

C. To describe basils cultivated in India.

D. To determine the various species of basils.

E. To identify the function of basils for cooking.

12. Why should we add basil at the last step of cooking?

A. Because it should be served hot.

B. Because not all people like basils.

C. Because it is difficult to find basils.

D. Because it is not a prominent ingredient.

E. Because the cooking process may destroy their flavor.

13. “It has been a prominent part…” (Paragraph 1)


A. Well-known.

B. Necessary.

C. Important.

D. Tasteful.

E. Popular.

Bambang Pamungkas In the last decade, Bambang Pamungkas has been the most popular Indonesian footballer who plays as forward in his team. People usually call him Bepe. He was born on June 10, 1980 in Semarang. Since childhood, he has shown his football talent. He has played for Indonesia's national football team for 14 years, until his resignation in 2013.

In South East Asian football, he became popular after scoring the only goal for Indonesia at the 2002 Tiger Cup semifinal against Malaysia. Overall, he scored 8 goals in the tournament, becoming the tournament's top scorer. Bambang is considered to be an outstanding header of the ball. He also

131


has a reputation for his sharpness in the penalty box. He is Indonesia's most capped player and top goal scorer, with 85 caps and 37 goals. According to ESPN Soccernet, he is considered as one of the top ten Asian players.

Bambang is a generous footballer too. He devotes some of his free time to charity work. He founded the Bambang Pamungkas Foundation. Its purpose is to provide financial assistance and resources to schools in Indonesia. He also takes part in raising funds for children's cancer charities.

Source: http://en.wikipedia.org/wiki/Bambang_Pamungkas


A. The biography of Bambang Pamungkas.

B. The Bambang Pamungkas Foundation.

C. Bambang’s position in a football team.

D. Indonesia’s national football team.

E. An outstanding footballer.

15. “Its purpose is to provide financial assistance…” (Paragraph 3)


A. Bambang Pamungkas Foundation.

B. National Football Team.

C. Bambang Pamungkas.

D. ESPN Soccernet.

E. Charity work.

16. When did Bambang start playing football for Indonesia's national football team?

A. 2000.

B. 1997.

C. 2001.

D. 1999.

E. 1998.

17. How many goal did Bambang score at the 2002 Tiger Cup semifinal against Malaysia?

A. 1.

B. 2.

C. 8.

D. 10.

E. 37.

Online etiquettes when using social media

Nowadays, many people can connect with other people by using social media such as Facebook, twitter, path, etc. So, online etiquettes are definitely needed to prevent any misunderstanding, disputes, harassment and crime.

Firstly, you do not have to add friends on your social media if you don't know them well or speak to them only occasionally. We must keep in mind that a stranger might harm you. Secondly, you do not have to post photos of other people drunk, drinking or doing other nonsense. Your entire

132


life doesn’t need to be uploaded to a public website that other people can see. But, you can still take and keep your pictures privately. Thirdly, you have to be careful when you want to post something on your friend's walls. You do not need to write inappropriate things. It may look funny for you, but it can just look bad to others.

You know that social media is a good place for discussions. You can share the good things, but the bad things should be done elsewhere. This can make everyone use online etiquette.

Source: http://collegenet.com/elect/app/app?service=external/Forum&sp=66286


A. You cannot share the bad things in social media such as arguments or negativity.

B. You cannot write inappropriate things on your friend’s walls.

C. Several online etiquettes when using social media.

D. Social media is a good place for discussions.

E. A few rules of using social media.

19. “But, you can still take and keep your pictures privately.” (Paragraph 2)


A. Vaquely.

B. Carelessly.

C. Secretly.

D. Publicly.

E. Openly.

20. According to text above, which of the following sentences is NOT true?

A. Online etiquettes are needed to prevent something terrible happening when you use social media.

B. You have to be careful when you want to post something on your friend walls.

C. You cannot post photos of other people doing nonsensical activities.

D. You do not have to add someone that you know in real life.

E. You don't have to post inappropriate things.

Jellyfish

A jellyfish is a sea creature that is gelatinous or made up of “jelly-like” material. It lives in almost all oceans from the surface to the deep sea. A jellyfish has a gelatinous umbrella-shaped bell for its movement and tentacles for capturing prey. There are three kinds of jellyfish; medusae (stinging jellyfish), comb jellies (non-stinging jellyfish), and salp (a barrel-shaped jellyfish).

Jellyfish's tentacles have millions of very small cells, called nematocysts. The cells enable it to capture prey by injecting some toxin. The toxin will spread through the prey's skin. A jellyfish eats many kinds of things, such as plankton (small plants), copepods, fish eggs and

small fish. They even eat other jellyfish. A great number of jellyfish in one area will be bad for fishermen because they will eat almost everything in the water and no fish will come close to the area.

Source: http://www.jellywatch.org/blooms/facts

133



A. To describe a jellyfish in general.

B. To show how a jellyfish reproduces.

C. To explain how a jellyfish captures its prey.

D. To show the relationship between a jellyfish and a fisherman.

E. To discuss the advantages and disadvantages of jellyfish for humans.

22. “The cells enable it to capture prey by injecting some toxin.” (Paragraph 2)

What does the pronoun refer to?

A. A jellyfish.

B. Plankton.

C. Toxin.

D. Water.

E. Area.

23. What is the function of nematocysts?

A. To reproduce.

B. To move forward.

C. To threaten fishermen.

D. To prolong their lifetime.

E. To inject some toxin into the prey.

24. Why will a great number of jellyfish in one area be bad for fishermen?

A. They are dangerous.

B. They eat almost everything.

C. They have tentacles.

D. They have umbrella-shaped bell.

E. They will inject some toxin.

Bad Smoking

Smoking is a bad habit that we must avoid. Commonly, most people start smoking because of peer pressure, depression, the need to lose weight, to relax, or to fit in. For young people, they usually start to smoke to feel better about themselves. They think that it is the only way to get through their problems.

Actually, smoking is not good for our health. It causes lung cancer, bad breath, yellow teeth or nails, bronchitis, and other diseases. But, mentally, if someone has been smoking, they can encounter some loss of concentration or balance that can affect their social life. Actually, smoking can become very addictive and kills more people than car accidents, marijuana, illicit drugs, suicide, murder, and other things.

From the reasons above, we can conclude that smoking is a bad habit that does not give us any advantages.

Source: www.topics-mag.com/readers/smoking-forum.htm

134


25. According to the text above, why do young people decide to start smoking?

A. Because they think that it is the only way to get through their problems.

B. Because they want to lose their concentration.

C. Because they want to try it, even just once.

D. Because they become addicted to smoking.

E. Because they just want to do it.

26. “Smoking is a bad habit that we must avoid.” (Paragraph 1)

What is the synonym of the underlined word?

A. Face.

B. Admit.

C. Prevent.

D. Promote.

E. Encourage.

27. What is the main idea of the second paragraph?

A. Smoking can lose our balance concentration.

B. Smoking can relieve stress and depression.

C. Smoking can cause several disadvantages.

D. Smoking makes people become addicted.

E. Smoking causes many diseases.

J.K. Rowling

The Harry Potter fantasy is the most best-selling book series of the last decade. It was written by Joanne “Jo” Rowling, better known as J. K. Rowling and Robert Galbraith. She was born on July 31, 1965 to a British family. J.K. Rowling has won many awards. The film Harry Potter was also a great success, too.

She was working as researcher and bilingual secretary for Amnesty International when she wrote the Harry Potter series. She envisaged those books on a delayed train from Manchester to London in 1990. While she was writing the first novel, Harry Potter and the Philosopher's Stone, many bad things happened to her, such as the death of her mother, divorce from her first husband and relative poverty. The misery caused her to finish her first novel longer than expected. She finally finished it in 1997. She finished the last novel of six sequels, Harry Potter and the Deathly Hollows in 2007. She then also wrote three books for adult readers, The Casual Vacancy (2012), The Cuckoo's Calling (2013) and The Silkworm (2014).

Source: http://en.wikipedia.org/wiki/J._K._Rowling


A. The success of Rowling’s books, D. The death of Rowling’s mother.

the Harry Potter series. E. Rowling was born in England.

B. Harry Potter series' books became film series.

C. The J.K. Rowling’s important events.

135


29. “She finally finished it in 1997.” (Paragraph 2)


A. The Silkworm.

B. The Casual Vacancy.

C. The Cuckoo’s Calling.

D. Harry Potter and the Deathly Hallows.

E. Harry Potter and the Philosopher's Stone.

30. Why did she take a long time to finish the first novel?

A. Many bad things happened to her.

B. No publisher wanted to publish it.

C. She had to go to Manchester.

D. The novel was filmed first.

E. She was not a real novelist.

136

1. E

2. A

3. E

4. A

5. D

6. D

7. E

8. A

9. D

10. A

11. C

12. A

13. B

14. C

15. C

16. B

17. A

18. C

19. B

20. A

21. B

22. D

23. D

24. E

25. D

26. A

27. C

28. E

29. D

30. E

Appendix 12 Answer Key of Pre-Test for Control and Experimental Groups

137

1. B

2. A

3. B

4. B

5. E

6. B

7. E

8. B

9. E

10. B

11. B

12. E

13. E

14. A

15. A

16. D

17. A

18. C

19. C

20. D

21. A

22. A

23. E

24. A

25. A

26. C

27. E

28. C

29. E

30. A

Appendix 13 Answer Key of Post-Test for Control and Experimental Groups

138

No. NIS NISN Nama L/P Pre Post

1 13869 9988678719 AA P 63 63

2 13767 9972016522 AVZ P 60 73

3 13918 9982507551 ANFS P 73 90

4 13804 9981506132 ATN P 67 80

5 13836 9970526396 AELP L 73 87

6 13805 9972052303 BPYA P 70 67

7 13874 9972051734 BDFD L 80 80

8 13769 9981978946 DL L 60 73

9 13876 9980364194 DCR P 77 77

10 13521 7777788888 DWE L 70 77

11 13845 9991990299 ENP P 90 83

12 13810 9981220401 FSS P 63 67

13 13774 9982015037 FABE L 73 80

14 13879 9982011442 FN P 60 73

15 13850 9982019424 GAS L 80 80

16 13882 9970687161 IA P 73 67

17 13851 9981267823 IW P 80 70

18 13816 9981506138 JF L 87 83

19 13817 9983175504 KAT L 77 87

20 13883 9972051394 KDA P 83 77

21 13886 9988678718 KPN L 73 77

22 13818 9992012434 MNG P 63 73

23 13853 9982019830 MR L 70 70

24 13820 9981220390 MIM L 77 80

25 13783 9981148298 MAN L 83 80

26 13860 9982011464 MFA L 70 70

27 13911 9972055920 RMA L 80 77

28 13863 9981978996 RPS P 67 77

29 13893 9982019442 RW L 83 83

30 13897 9982993978 RIS L 77 87

31 13792 9981992686 SAA P 63 73

32 13794 9992168024 SKF L 60 63

33 13866 9980364919 SHR L 87 80

TOTAL 2412 2524

Mean 73.0909 76.4848

Appendix 14 Pre-Test and Post-Test Scores of Control Group

139

No. NIS NISN Nama L/P Pre Post

1 13798 9980364196 AAP P 83 87

2 13761 9982014548 AFD L 73 80

3 13831 9981546503 AR L 70 73

4 13765 9988678726 AT P 83 87

5 13834 9982018839 AMS P 73 77

6 13766 9970526419 AIR P 80 87

7 13916 9980902862 AEP L 77 80

8 13872 9991885865 DRA L 77 80

9 13842 9981668438 DFS L 83 87

10 13809 9982015312 ETM P 83 93

11 13878 9981528410 FRP P 73 77

12 13812 9981205194 FK P 80 83

13 13813 9981140268 FZ L 63 80

14 13848 9982014961 HAn L 60 80

15 13849 9982014486 HAr L 87 93

16 13815 9981506132 IRA P 67 87

17 13881 9981979040 IA L 80 80

18 13775 9980060612 JM L 77 80

19 14208 9981409194 MF P 70 90

20 13885 9981986727 MS P 73 77

21 13782 9981993510 MYKW L 77 80

22 13854 9981187922 MBR L 67 90

23 13856 9982011453 MZA L 73 70

24 13786 9981994055 PKD P 83 87

25 13858 9981129935 RNF L 80 83

26 13825 9981506119 RD L 73 73

27 13909 9986274583 RPA L 60 70

28 13891 9972055635 RH L 70 70

29 13827 9988678744 RS P 73 83

30 13862 9980363321 RAP P 63 73

31 13894 9981507993 RN P 73 70

32 13895 9991975941 RA P 80 83

33 13864 9982015900 SF P 70 73

34 13899 9980363381 VC P 70 83

TOTAL 2524 2746

Mean 74.2353 80.7647

Appendix 15 Pre-Test and Post-Test Scores of Experimental Group

140

Group I Points

Handycal 30

Puan 20

M. Zulfiansyah 10

Meita 30

Hamdan 20

Total Point: 110

Group III Points

Alvina 30

Daffa 20

Rohadatul 30

Retno 40

M. Beryl 30

Total Point: 150

Group V Points

Dwi Febri 50

Josia 20

Rafi 30

Meutya 40

Firhan 70

Total Point: 210

Group VII Points

Indra 30

Raehan 40

Anastasya 20

Siti. F 30

Total Point: 120

Group II Points

Adinda 30

Arvin 40

Aditya. F 30

Aditya. R 60

Ribka 30

Total Point: 190

Group IV Points

Annisa 10

Febri 10

Riska 20

Renaldo 20

Indah 20

Total Point: 80

Group VI Points

Enzelia 60

M. Yusuf 40

Fathinnida 40

Valencia 30

Rahadyan 20

Total Point: 190

Appendix 16 List of Groups for Games and Tournament Section in Experimental Group

TEXT

AppendL【 17Text9 QuestiOns,and List of Scores(1麟 Treatmeno ol Games and TourElamentSection in Expe」コLental G}roup _

24‐Mar‐■5

Jackfruit

The」 ackfruit is well‐ knc、4√n

as an Asi30 tropical frtlit

li belongs to the fanQIly

of Moraceae Scientists

say that the frじ it is native

to the Sottthuvestern rain

forests of lnOia it easily

9「 OVyS ir ti‐ oplcal hu1111d

ano ratny cilmates lt dOes

■ot sじ rviヽノe in colё andfrosty conditions That's

ぃ〆ly it is lar9ely cじ ltivated

only in tropicai cot.rtries′

such as lndocesia`卜`818ysial Tha::ard′

Braz,8■ d the l,61an Sじ bcontinent

The laCkfruit,s cate9olZed as a b10 tree,wtth hard trunk it may 9row as h 9h as 30

metres Durin9 the season′ the tree c8η be8「 250 1arge frtlits,That is t卜 e reason why the

tree is listed as the largest tree that bears f「じit The slze 3nd Shape of trle frし lts borne in

a singie iackfruit tree may vary They m19ht be oval o,「 oundl 10 1o 60 cm ln len9th.They

can、ャe191 frc■ 31o30 kg They are gree,vvilen they are still unripe,but they turr i19ht

brO｀ムノr軌/hen they=ipen

Jackfrし it is kncひノn for its stron9 fruity flavor that can be smeit fro■ 1 3 diStance inside

ti3e frdit′ there are ttany edibie bし lbs、′ピit, a Oelicioじ s sソreet taste The flesh is rich in

ener9y′ ёletary fibe「 ′lη ineraゝ ′vitan～ ns,and is free frorll satじ rated fats or clolesterOI It i5

one ofthe lealthiest sし 11lrner Se350n frじ its 」ackfrし it is qし ite sIぃ |larto dし「ian froits lts outer

stlrface is covtaFe6ヽヤith blじ nt thcr,s The thOrns,「 1:become soft、 ″hen it riOens

Ｆ一）■）〓

壼

一３

■ヽ_ff= ■::● 11.1;′・・ i■ :,「,■ ■,,●=`■

‐■■=(1`i二

rl:rl

OUEST=ONS 24口Mar‐■5

1. Why can we find jackfruits in Indonesia, Malaysia, Thailand, Brazrl, and the IndianSubcontinent?A. Because the countries are always frosty.B. Because the countries are in tropical areas.

C. Because the countries have a lot of rain forest.2. What is the text about?

A. A tropical jackfruit.B. The benefit of consuming jackfruits.C. The time when jackfruits are harvested.

3. What does a jackfiuit look like when it ripens?A. It is light brown.B. It will have a hard trunk.C. The flesh will turn green.

4. What will happen ifjackfruit grows in cold and frosty conditions?A. It will have sweet taste.B. It will grow prosperously.C. It will dead.

5. Which one is NOT the richness ofjackfruit flesh?A. Energy.B. Fat.C. Vitamins.

6. What makes jackfruit look similar to durian fruits?A. Thorts.B. Color.C. Flavor.

7 . Why is jackfruit listed as the largest tree that bears fruit?A. Because it belongs to the family Moraceae.B. Because it has hard trunk.C. Because it can bear 250 large fruits.

Answer:

1.B2.A3.A4.C5.86.A7. C

SCORE LIST(丁 able l)

|:,|

24‐Mar口 ■5

No. Name Group Question Point

１■

Rcnal∂.1

く Ю

2.Si+i fatrmoh ■ 10

3.檀に、ャひ θ

4.ハルリ。供tに1甲こち 2 ′δ

5.

Va b"′わク

6.勧 no.∫ 多 10

7. 山御町9 年 λO

SCORE LIST(Table 2) 24‐Mar‐■5

No日 Name Group Question Point

１■

ltcchomod Yoso f 6 フス3 ,0

2. )"ri". lv\asez..he\ 〕鶴 lo3.

fir rtnt Zn/rtl/r. pt,frz, つ上 θ′

′

′

4.

{rool, o^ 'bl o }

「10

5. 暴♭ド βttQ山小・

イ′ 10

6. Trnn (Vrue 9r Ie |

βじ

10

7.Dal(R 3 〇

SCORE LIST(Table 3)

Ketec**gon'.

24‐Mar‐■5

Arn,,isa (k.1*"p"k1) -b TJL wraeuk

NoE Name Group Question Point

１■

Alυ ina 飛クli`´

ワ

♪ 10

2.

llld“ みダ / 7 D

3.

Adl,.rdc Aulia λ 10

4.

ついЛ fι ♭rT g 10

5.fland9 cat 1

10

6. Qntet,a 6 7_O

7.

SCORE LIST(Table 4) 24‐Mar‐ ■5


１■

Ribkひｎι 0

2.

T rhan ぐろr7,f,ι 句3,

‖amごGの | 2 b4.

\q,\ulr tr^rpr Nヽ

ヽ

、

、のヽ

ｌ

Ｌ

5.

fl ohadyan ? 6 砕 106.

Setu、多 07.

SCORE LIST(Table 5) 24‐Mar‐ ■5


１■

A nasue qa Honrcr, l |,1 )02. 熱転分勉集J■ _

′ｂヽ′6 グ

3.

$ohaa"+"1 nisY 夕 ′ /∂

4.

?q( Deuaq 颯T 年 105.

\ )tta Fo,.tcn {) ワ B ハＶ

6.

AA U"[-C.n^s:J*h | θ

フ.

R;sV^ へ 0

Append破 18Text,QuestiOns,and List of Scores¢ nd Treamenth Of Gallles and Tour21ament

Section in ExperlElental G:roup ‐

3■口岡ar‐■5

Five Drinks to Help You Lose WeightThere are many ways to lose weight. You can do sports regularly and eat some nutritious

food and drinks. ln this case, you have to watch every drink that you want to consume

because soft drinks, fruit juices and energy cjrinks can be loaded with added sugars and

carbohydrates that can sabotage your weiEht'loss strategy. Here are five tasty ways todrink up without packing on the pounds

The first drink-rs water. lt is important to remember waier is the best choice foreffective rveight loss. lf you are bored with orinking pure water, you can try adding

fresh lemon slices, ligre, cucumber, and even a slice cf tcmaioto add flavcur without adding many calcries.

The seccnd drink is vegeiable juice Whether in a can,

bottled, or homemaCe, vegeiable jr,ice rs an excelient way

tc get the frber and nulr:e rts )/cur bcdl trat ireecs 'ic

fuel your weight ioss. Vegetable juice vviil keep ycu fuller'

longer. lt will be better", if ycu can frnC a iorn",scdiu,'n variety.

Tlre thirC drink is urrsweeiened tea, like green tea, black

tea, and oolong tea. Green tea nas been prc'.,en to help boost

metabclism and speed up weighi loss. Black and oolong ieas are

filied with antioxidants, which can help rid your ocdy of toxrns.

The fourth is black coffee. it can help spur your weight

ioss by providing a boost of caffeine thai suppresses hunger

、ャhen you drink it in the lη ornir19 8∩ d afternoon lt has also been shoぃノn tO Stiγ lulate

thermogenesls′ vvhich heats しp tle body and boosts tη etabOlsm

The tast dr nk is skl「〕;η ed rγ lk 卜v41k is arn exce ernt source of lean protein′ vitan3 n

D′ and calciurf、 that cal‐ help bu d your muscles and keep your bones strong

Fronη the facts above′ you can rnall‐ tain yo_lド、Vei9ht and yoLlr hea th by choosin9

tine r 9ht dr nks

3a )taa ..,,r'i,./ ,das:i con,/5-dr.ks la-tral!:-).aL taaa .:,e:ah

C'Paに co T

う４

3■‐Mar‐■5

According to the text, how can you do if you are bored with drinking pure water?A. You can add sugar and green tea.

B. You can replace it with soft drinks.C. You can add sugar and fresh lemon slices, lime, and cucumber to add flavor.Which of the following drinks is NOT mentioned in the text?A. Skimmed milk.B. Mochachino.C. Vegetablejuice.What can help spur your weight loss?A. Water.B. Green tea.

C. Black coffee.What can keep you fuller longer?A. Vegetablejuice.B. Oolong tea.

c. Milk.What essence in milk that can build muscles and keep bones strong?A. Protein.B. Vitamin D.C. Calcium.What is the text about?A. Black coffee helps to suppress your hunger.B. Milk is not a good drink for losing weight.C. Five drinks that can maintain your healthy life.What is the function of antioxidants in black and oolong tea?

A. Rid body of toxins.B. Boost metabolism.C. Speed up weight loss.

うＤ

4.

5.

6.

7.

Answer:

1.C2.B3.C4.A5.C6.C7.A

SCORE LIST(Table■ ) 3■‐Mar‐■5

Noロ Name Group Question Point

１■

9wヽ FESβ l SEて tArAN ｒつ 124 20

2.A01て Yn fハ 1`2 AN , 2 Ъ 0ヽ

3.?ET NO SA2ハャゝ=A■ | 3 ′ lO

4.キ|らはやハN A?Noυ E● ハ l 澤

5,、N,卜 17tセに1

Zl 6 10

6.ιACHAN 、tCO f′ 7

″ｂt0

7.Fハて‖lNド、DHA 7.

′

も 7 10

SCORE LIST(Table 2) 3■‐Mar‐ ■5

No日 Name Group Question Point

１■

Atra5talgg ■ 多_ @2.

.Adtttda )ｒ´ lo

3.A\v tna 3

′′牛―

10

4.

HanAgca\ く

一10

5.tヽはゝ、6 し ZO

6.

師 daO′ヽ 0

7.Rrhan 告

′ tD

SCORE LIST(Table 3)

K洪ピ亀nTnf

b゛ (れじ“7。kいう翻k nsu14´ /イ

´

3■‐Mar‐■5


１■

↓喰∂畝 4ら

'

・/ フノZ5フ

2.Tル「

「 KFi`不 Qしdわ

.

4 ∂

3. (ohadarul A\sy 3 2∂

4.

$rvu tud91" P*.rr' 21′ ζ

p。

5.

隆レ耐 ‰so(だ０

／０

rO

6. M「ヽなぃ出丁 tも

7.

SCORE LIST(Table 4) 3■由Mar‐■5

Noロ Name Group Question Point

１■

4rt, t3 o &;t"- fl"h´

――

一

20

2.

Rqhody an ? 工 10

3.

Ars ti ct. tndtr.a l- ＯＮ一

θ

4. fl 2uLFravrsYah エ 10

5,

Jogio'. trAzstzqUr(ヽＶ

lo

6.S甫梅hmψh Ｖ

一

1∂

ア. Wk ?,'s"14, t\iip*,* ‐ヽ――

」

ハ

Ｖ

SCORE LIST(Table 5)

限し

Notq(k3(ουPう → r、D sc、も

3■‐Mar‐ ■5


１■ ず我貯準ご1参 6 Zl′ヘ曹舎

2.i こ

| 千 !o

3.ゲ μ 碁

０

．

4.

ス1堪懇つ、 3′ ら 2o

5.Bery \ Ъ λ 舎ヽ

6.

フ.

Appendix 19Text9 QuestiOns,and List of Scores

Section in Experilnelltal Group

(3'd Treatment) of Games and Tournament

TEXT O7-Apr-15

Bob Sadino

3ob Sadi■ o isぃ /ell‐knoぃ/n for his shorts Every time he appearsin public,heぃノearS his shorts

People knovヴ hinl as a successfui bLIsinessman 「4e、 /ヽas boro oo,aarch 9′ 1939′ to av、メealthy

fanlily tte inherited all his farrlily properties、ャhen his parents died becaLlse a1l his foじ r

siblingsソ rere considered to have prosperous ives,‐ le spel‐ t all his rroney traveiling around

the woad For 9 years′ れe stayed in The Netheriands and met his wifer Soelami Soloed At

ilol懸伊,′ れe wOrkel:9r町 11]三lo■19柱豊 _畳墨二191dCttF,|「 amo119,SerttonyHe is a successfullndonesian businessmanゝャho proposes the idea of entrepreneurship.

Only a fe、ャpeople did business throu9h risk and irlitiative in indonesia at that tirne.He and

his partner started a business by selling domestic chicken e99s door― to‐door Cradually′ his

domestic chicken e99s becameぃノel卜 knoぃノn and Sadi71o's business grew significantly.Sadino

then expanded his bu5iness by sel:in9 chicken meat、

日e belleves that everybody can be as successftll in bじ siress as hirn Accordingly′ he

silared his ideas and experiences in his tぃ〆o books lrlthe book5,he Sald that doin9 bじ siness

is″ stupid learnin9″ That means it's better to start business from our dtlliness than to be

smart to start it,A′′stupld″ rnarl、vill start his business directly、、ノhen the idea comes to

his rnind However′ an educated man、りili spend tirne to think about any possibilities and

theories before starting and sometimes none of them becomes reality.Soしてe卜,“ ノγfr it..● ●oしイルマ・k‐っLS●●ro

OUEStt10NS

1. What does "Stupid Learning" mean?A. We can use our dullness to start doing business.B. We don't need to do anything when starting business.C. We have to be stupid when doing everlthing.

2. What is the main idea of the 2"d paragraph?A. Bob Sadino started a business.B. Bob Sadino sold chicken eggs.

C. Bob Sadino proposed the idea of entrepreneurship.3. Why did he inherit all his family properties?

A. Because he is the only child.B. Because all his siblings were already prosperous.

C. Because he likes to help his parents.4. How many books that he wrote?

A. Three.B. Two.C. Four.

5. How did he start a business?A. By selling chicken eggs.

B. By writing a book.C. By selling chicken meat.

6. What makes Bob Sadino well-known?A. His business.B. His shorts.C. His parents.

7. What did he do with all his money from his parents?A. Donated to orphans.B. Travelled around the world.C. Married Soelami Soejoed.

Answer:

t.A2.C3.84.85.A6.87. B

07‐Apr‐■5

SCORE LIST(Table l) 07口Apr‐ 15


、砂“

Abi y. 7 IЭ

2.

AnY tr,t Z |に二)

3.

DWl「

2D4.

hattay(コ l |IЭ

5.?ドレc 負Ｄ―

―レ

6. On 2じしlトら 10フ. 70ゝQd針レ、多 ○

SCORE LIST(Table 2) 07-Apr-15

No. Name Group Question Po:nt

１■

Alvin6l Ts alis 6 3 句 10

2.

4ん咀a偽尾ゲ9ar2 ノ′ノ// gO

3.

んノ“〃'√θ/杉ァレヽ

■′ スff 2θ

4.

んみ/ んメ「々0

5. 吻みごノα″ル / フ ′θ

6.

5ogio, .t"A g 〇

ア. 加 2Jlaぃ gりぃk l 〇

SCORE L=ST(Table 3) 07‐Apr‐ 15


１■

恥念A恥申いゝヽ lo

2.

Rtb綺ねゴつも

3. sili { マ聯・

4.Annt∫鉢 1晴tra 参 |

巧 lθ

5、

RF・ ht/。触ケ多 |も

6. ″メ喜算βF多二りっ馘|み颯 ζ`

′て'

フ.

M, Vur+′０ ′ ヽD

SCORE LIST(Table 4) 07‐Apr‐■5

‰郡ο CCcOυPう馬ヽ卸6

懲 qttqn(6てωPの導ルSθ晟


１■

{vdiro Som..rt,ttoft' 3 ¬マ 20

2.

掲蔽 Attla 2 ´ 103.

夕ヽ出 aS g 4 t(D

4. μtta千・t

(′ 2′ Ъ ろθ

5.

6.

フ.

SCORE LIST(Table 5)

趙。tol

07‐Apr‐■5

A*rusy (G"'? ? --aALsu,r


1.

いMMどQr, ||

10

2.

TirV" 'r,S 7、 ■ ワ θ

3.

fut!.;vr／６ 6 lθ

4.

ωりfi 千 05. 片よ( 2 ζ tθ

6.

る(蝉 |

つつゾ

ず′4- Z07.

tas Kristen indonesia

〕guruan dan iimu Pendidikan

Jl.Mavien SutOyo no.2

Cawang‐ Jakarta 13630

lNDONESiA

Telp.0218092425,8009190PN_310,301,302,303

Faks.02180885229E‐mal:磁 ip‐ukioki.ac.id

httpJmukiacid

Jurusan llmu Pendidikao

Program Studi BimbfuSan dan Konsding

Jurusan PendkJikan Bahasa dan Seni

Program SMi Pendidilar Bahasa lrEgris

Jurusan Perdidikan MIPA

Program SMiPerdk ikan MalefiEtika

Program SMi Pendk ikan Bidogi

Ptogram Si.di Pendldikan Fisika

Program Studi PendHikan Kimia

Jurusafi Pendilikan Agama Kristen

Progran Sfudi PAK (Sl)

Jurusan B*nsa Mandarin

ProgIam Studi Pendldikan Bahasa Mandarin

Nomor : 13lFKIP/SekFak/Gn/3.2 015

3 Maret 2015

Yth.Kepala SekolahSMA Negeri 55Di lakarta

Hal: Permohonan lzin Melaksanakan Penelitian

Dengan hormat,

Sehubungan dengan rencana penulisan skripsi mahasiswa kami:

NamaNIM

:Annelly Fienta

: 1112150024Semester/Program Studi ; VIII/Pendidikan Bahasa InggrisJudulSkripsi :"The Eflect o[ Using TGT Technique to The

Eleventh Graders' Reading Comprehension atSMAN 55 Jakarta"

Kami mohon bantuan Bapak/lbu untuk memberikan izin kepada mahasiswatersebut melaksanakan penelitian di sekolah yang Bapak/lbu pimpin.

Atas perhatian Bapak/lbu, kami ucapkan terima kasih.

M.Hum.

言√ 醐名

痒澁 n Pardede, S.S.,

PEMERINttAH PROVINSI DAERAH KHUSUS IBUKOTA」 AKARTADINAS PENDIDIKAN

SEKOLAH MENENGAH ATAS NEGER155JAKARTA」|.Minyak Raya Duren ttiga,Pancoran,Jakatta Selatan

Alamat Sementara:Jalan Budhi No.21 Cawan9,Dewi Sa威ika ttelp′ Fax(021)80874454

」AKARTA丁 IMUR

SURAtt KEttERANGANNo.879ノⅢl.851.622

Yang bertanda tangan di bawah ini Kepala SMA Negeri 55 Jakarta, menerangkan bahwa

Nama

NIRM/NPM

Semester/Program Studi

Universitas

:ANNERY FIENTA

:1112150024

:VIII/Pendidikan Bahasa lnggris

:Universitas Kristen lndonesla

Adalah benar nama tersebut diatas telah melaksanakan Penelitian Lapangan di SMA

Negeri 55 Jakarta, untuk menyelesaikan Program Strata 1(S1) di Universitas Keristen

lndonesiq dengan judulSknpsi "The Ettecl at-Usiug TGI Technique to The Heventh

Graders' Reading Comprehension at SMAN 55 Jakarta".

Penelitian tersebut telah dilaksanakan pada tangg al 17 Maret2015 s.d. 21 April 2015.

Demikianlah, surat keterangan ini dibuat untuk dapat dipergunakan sebagaimana

mestinya.

,27 April2015Nege百 55」 aKarta,

231990031005,MМ Pd

164

Control Class

Appendix 22 Documentation

165

Experimental Class

appendicesrepository.uki.ac.id/2063/8/lampiran.pdf · 2020. 8. 13. · 64 rencana pelaksanaan...

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